Maria Cláudia Santos Lopes de Oliveira

Identidade, narrativa e desenvolvimento na adolescência: uma revisão crítica

This paper is a theoretical essay that analyzes the historical development of the category of adolescence as a subject of Developmental Psychology. The core argument is that adolescents have been approached at a time, as passionate and unstable beings, and at the other, as rational selves. As a consequence of that approach, most of the meaningful questions regarding adolescence had been kept out of focus, and a normative picture of adolescence have dominated the field. The aim of this study is to offer a critical analysis on adolescence, adding a ‘brick’ to the construction of a novel epistemology of adolescence fertilized by critical approaches on self and identity such as, discursive psychology and the perspective of the dialogical self.

The Bakhtinian self and beyond: Towards a dialogical phenomenology of the self

The goal of the present article is to comment and to potentially expand some of the arguments developed in Cresswell’s (2011) Being faithful: Bakhtin and a potential postmodern psychology of self, ...The goal of the present article is to comment and to potentially expand some of the arguments developed in Cresswell’s (2011) Being faithful: Bakhtin and a potential postmodern psychology of self, published in Culture & Psychology. The original work presents the reader with the author’s position about Bakhtin’s elaborations on the meanings of self and on the implications of his elaborations for a Psychology of the self. Although the ideas disposed in the original article are evocative of creative analytical results, in terms of the social constitution of the sense of selfness, the present work presents a different perspective on the topic. Considering the material of a decade of research on verbal reports, I present an alternative proposition, sustaining (together with pragmaticists of the piercean legade) that the temporal organization of personal experience follows a bidirectional direction.

Narrativas sobre a privação de liberdade e o desenvolvimento do self adolescente

Apresenta-se uma revisao do percurso teorico dos conceitos de self e identidade em psicologia, situando a perspectiva teorico-metodologica socio-historico-cultural, com enfase na versao narrativista-dialogica. Essa ultima e tomada como contribuicao a interpretacao de processos de desenvolvimento do self do adolescente no contexto especifico da privacao de liberdade, a que sao submetidos adolescentes autores de infracao. A perspectiva narrativista-dialogica concebe o self como uma unidade complexa, o sistema integrado da cultura e dos afetos pessoais construido por meio da interacao social ocorrida em contextos socioinstitucionais concretos, tendo como principal meio de organizacao a linguagem humana. As situacoes desorganizadoras do senso de si, como e o caso dos eventos associados a delinquencia, ativam dispositivos subjetivos de reorganizacao do self, promovendo desenvolvimento. Sao apresentadas analises qualitativas de sequencias narrativas produzidas por adolescentes em privacao de liberdade, em interacao com o pesquisador em situacao estruturada. O objetivo e estender a compreensao da formacao da identidade narrativa de adolescentes a contextos especificos como os que envolvem violencia e privacao de liberdade. A analise das narrativas produzidas ao longo da sequencia de interacao verbal selecionada, numa perspectiva microgenetica, revela a dinâmica dos processos de elaboracao pelos participantes de novas significacoes acerca de si, do contexto e dos processos sociais associados a medida de internacao, apontando linhas de desenvolvimento do self.

Cultura escolar e práticas sociais: episódios cotidianos da vida escolar e a transição para a adolescência

E posicao corrente que a cultura tem papel central no desenvolvimento psicologico do ser humano. Considerando-se o carater plural dos contextos socioinstitucionais que participam da configuracao de um contexto cultural particular, torna-se fundamental investigar como a cultura escolar participa do desenvolvimento humano, como ela influi nos processos de mudanca e demarca trajetorias tipicas. O presente estudo investiga a escola como contexto cultural e analisa interacoes espontâneas ocorridas entre alunos de 5a e 6a series durante o periodo de recreio, a fim de compreender como a escola contribui para circunscrever um processo de desenvolvimento particular: a transicao da infância a adolescencia. O metodo adotado no estudo envolveu secoes de observacao de atividades cotidianas em sala de aula e no patio de uma escola publica de Ensino Fundamental localizada na capital do Brasil. Toma-se como material de analise um episodio ocorrido durante o recreio escolar e que envolvia uma brincadeira, em grupo, de faz de conta. A analise do episodio revela a transgressao simbolica de normas escolares e as representacoes construidas coletivamente sobre a adolescencia como seus temas centrais. As analises apontam ainda duas linhas de reflexao sobre o significado da transicao para a adolescencia na escola: (1) o papel das normas escolares na regulacao moral do corpo e da conduta dos alunos; e (2) o papel do jogo e da experiencia adolescente na transformacao da ordem disciplinar imposta pelo funcionamento das escolas.

Desenvolvimento do self e processos de hiperindividualização: interrogações à Psicologia Dialógica

In Psychology the dialogical perspective is associated with various theories of self, in special, the Dialogical Self Theory (DST). Although important theoretical and methodological advances have been achieved by DST concerning our comprehension of the dynamic organization of the structure of the self in micro-genetic (temporal) processes, this perspective is in need of theories that explore in depth the development of the self including multiple temporal levels of organization and their mutual relationships. This paper aims to explore the triadic epistemological basis of the dialogical perspective in psychology, i.e., the cultural-semiotic basis, the phenomenology, and constructionism. Then, a case study concerning developmental transitions of an adolescent will be presented. We will analyze the semiotic complexes of gender, race and religion, as well as their role in the personal changes lived by him, in terms of the temporal organization of the self.

Significações sobre desenvolvimento humano e adolescência em um projeto socioeducativo

This article is based on a research aimed at analyzing conceptions around adolescence and human development mediating social educative interventions in the context of a social circus. Participants: adolescents; technical staff; trainees; and, the researcher himself. The results were generated considering the following meaning complexes: (a) the potential of circus techniques as mediation tools in promoting innovative trajectories of human development; (b) personal improvements in the domain of tools and techniques as the focus of the follow up and evaluation process of the adolescent; (c) adolescence as a stage of life cycle; (d) social risk and vulnerability alternating as char acteristics of the subject or the context. The necessity that institutional agents search for a deeper comprehension of the process of personal transformation that takes place along adolescence is an important point of discussion.

Participação política juvenil e constituição de gênero: uma questão para a psicologia do desenvolvimento

Resumen pt: Os modos predominantes da subjetividade, na juventude contemporânea, definidos em torno do consumo, podem colaborar para a preponderância de formas deorg...

Identity, narrative and development in adolescence: a critical review

This paper is a theoretical essay that analyzes the historical development of the category of adolescence as a subject of Developmental Psychology. The core argument is that adolescents have been approached at a time, as passionate and unstable beings, and at the other, as rational selves. As a consequence of that approach, most of the meaningful questions regarding adolescence had been kept out of focus, and a normative picture of adolescence have dominated the field. The aim of this study is to offer a critical analysis on adolescence, adding a ‘brick’ to the construction of a novel epistemology of adolescence fertilized by critical approaches on self and identity such as, discursive psychology and the perspective of the dialogical self.

Identidad, narrativa y desarrollo en la adolescencia: una revisión crítica

This paper is a theoretical essay that analyzes the historical development of the category of adolescence as a subject of Developmental Psychology. The core argument is that adolescents have been approached at a time, as passionate and unstable beings, and at the other, as rational selves. As a consequence of that approach, most of the meaningful questions regarding adolescence had been kept out of focus, and a normative picture of adolescence have dominated the field. The aim of this study is to offer a critical analysis on adolescence, adding a ‘brick’ to the construction of a novel epistemology of adolescence fertilized by critical approaches on self and identity such as, discursive psychology and the perspective of the dialogical self.

Adolescentes em atendimento socioeducativo e escolarização : desafios apontados por orientadores educacionais

The adolescents in compliance with socio-educational measures in open system has the right to attend school, which should positively affect your overall training and psychological development. However, the insertion and permanence of these adolescents in the school environment are challenging. This is about an exploratory research aimed to survey the pedagogical strategies adopted to promote inclusion and academic success of these young people, in four schools in the Federal District. Five educational counselors participated in the study. The information was obtained from semi-structured interviews, and analyzed qualitatively according to the open categorization system. The results pointed out difficulties and possibilities: the insufficiency of pedagogical strategies that meet the specificities of these students; precarious interlocution between actors of the socio-educational service and the school; and motivation for the effective pedagogical accompaniment of adolescents in schools; understanding that the school environment should allow for the integral development of students.