Lúcia Villas Bôas

Avaliação da formação de professores: uma perspectiva psicossocial

Com o suporte da teoria das representacoes sociais, este artigo pretende discutir a relevância de uma analise psicossocial da formacao e avaliacao docentes entendendo-a como um processo que nao envolve somente o dominio de conhecimentos e habilidades de uma determinada area, mas que requer a compreensao dos processos de constituicao da identidade profissional, da producao de sua subjetividade, das relacoes que o professor desenvolve com o outro e com os diferentes outros que participam da sua formacao

Um olhar psicossocial para a educação

Os estudos de Bourdieu e Moscovici, ao permitirem discutir a dimensao simbolica dos fenomenos sociais a partir de uma perspectiva critica e desestabilizadora, tem muito a contribuir para a compreensao das atuais problematicas educacionais. Assim, este texto objetiva estabelecer um dialogo entre esses autores, para pensar o campo educacional a partir de uma perspectiva psicossocial. Parte-se, entao, de tres eixos. O primeiro refere-se a discussao do olhar psicossocial enquanto postura epistemologica, tecendo reflexoes sobre uma leitura ternaria dos fatos e das relacoes sociais. O segundo destaca a educacao como pratica social, considerando suas finalidades e seu espaco social. E o terceiro aborda a relacao entre a educacao e mudanca social. Recuperam-se, assim, nocoes bourdiesianas e moscovicianas, que contribuem para ressignificar, a partir do olhar psicossocial, as praticas educativas. A psychosocial perspective on education The studies of Bourdieu and Moscovici, in discussing the symbolic dimension of social phenomena from a critical and destabilizing perspective, have much to contribute to understanding current educational issues. Thus, this text aims to establish a dialogue between these authors to approach the educational field from a psychosocial perspective. It is based on three axis. The first, refers to the discussion of the psychosocial perspective as epistemological attitude, weaving reflections on a ternary reading of the facts and social relations. The second, highlights education as social practice, considering its purposes and social space. And the third, deals with the relationship between education and social change. Bourdieusian and Moscovician notions are thus recovered, contributing to resignifying educational practices from the psychosocial perspective. Social Psychology; Epistemology; Education; Social Change Un regard psychosocial pour l’education Tout en permettant de discuter la dimension symbolique des phenomenes sociaux a partir d’une perspective critique et destabilisatrice, les etudes de Bourdieu et Moscovici, peuvent aussi contribuer a la comprehension des problemes educatifs d’aujourd’hui. L’objectif de ce travail est donc d’etablir un dialogue entre ces deux auteurs afin de penser le champ educatif dans une perspective psychosociale. Ce travail s’articule sur trois axes. Le premier renvoie a la discussion du regard psychosocial en tant que posture epistemologique, tissant des reflexions sur la lecture ternaire des faits et des rapports sociaux. Le second met en exergue l’education comme pratique sociale, considerant ses finalites et son espace social. Le troisieme aborde le rapport entre education et changement social. De cette maniere, on recupere les notions bourdieusiennes et moscoviciennes contribuant a ressignifier, a partir du regard psychosocial, les pratiques educatives. Psychologie Sociale; Epistemologie; Education; Changement Social Una mirada psicosocial para la educacion Los estudios de Bourdieu y Moscovici, al permitir discutir la dimension simbolica de los fenomenos sociales desde una perspectiva critica y desestabilizadora, tienen mucho que contribuir a comprender las actuales problematicas educativas. Asi, este texto pretende establecer un dialogo entre esos autores, para pensar el campo educativo desde una perspectiva psicosocial. Se parte, entonces, de tres ejes. El primero se refiere a la discusion de la mirada psicosocial como postura epistemologica, tejiendo reflexiones sobre una lectura ternaria de los hechos y de las relaciones sociales. El segundo destaca la educacion como practica social, considerando sus finalidades y su espacio social. Y el tercero aborda la relacion entre la educacion y el cambio social. Se recuperan, asi, nociones bourdiesianas y moscovicianas, que contribuyen a resignificar, a partir de la mirada psicosocial, las practicas educativas. Psicologia Social; Epistemologia; Educacion; Cambio Social

História, memória e representações sociais: por uma abordagem crítica e interdisciplinar

This paper, by recalling aspects of the discussion that history has a memory, aims to point to some challenges related to studies based on the theory of social representations and its historicity. The discussions proposed here are based mainly on the work of Paul Ricoeur and on Brazilian and French historiographies to understand memory and history as a “system of the management of the past”. Underlining some specificities of the current “historicity system” in which there is a fracture between “space of experience” and “horizon of expectation”, some consequences on the public uses of memory and history are presented through brief mentions of the Brazilian military coup and the creation of the National Commission of Truth, which serve as a provocation to the approach of social representations. History • MeMory • social representations • Historicity systeM Historia, memoria y representaciones sociales: por un abordaje crítico e interdisciplinario

Historia, memoria y representaciones sociales: por un abordaje crítico e interdisciplinario

This paper, by recalling aspects of the discussion that history has a memory, aims to point to some challenges related to studies based on the theory of social representations and its historicity. The discussions proposed here are based mainly on the work of Paul Ricoeur and on Brazilian and French historiographies to understand memory and history as a “system of the management of the past”. Underlining some specificities of the current “historicity system” in which there is a fracture between “space of experience” and “horizon of expectation”, some consequences on the public uses of memory and history are presented through brief mentions of the Brazilian military coup and the creation of the National Commission of Truth, which serve as a provocation to the approach of social representations. History • MeMory • social representations • Historicity systeM Historia, memoria y representaciones sociales: por un abordaje crítico e interdisciplinario

History, memory and social representations:a critical and interdisciplinary approach

This paper, by recalling aspects of the discussion that history has a memory, aims to point to some challenges related to studies based on the theory of social representations and its historicity. The discussions proposed here are based mainly on the work of Paul Ricoeur and on Brazilian and French historiographies to understand memory and history as a “system of the management of the past”. Underlining some specificities of the current “historicity system” in which there is a fracture between “space of experience” and “horizon of expectation”, some consequences on the public uses of memory and history are presented through brief mentions of the Brazilian military coup and the creation of the National Commission of Truth, which serve as a provocation to the approach of social representations. History • MeMory • social representations • Historicity systeM Historia, memoria y representaciones sociales: por un abordaje crítico e interdisciplinario