Maria Virgínia Machado Dazzani

A psicologia escolar e a educação inclusiva: Uma leitura crítica

Este ensaio elabora uma critica sobre o lugar e a importância da Psicologia escolar e educacional no contexto do processo de consolidacao de um discurso democratizante da educacao brasileira. Nesse sentido, seu principal objetivo e articular uma discussao que envolva a referencia a tres problemas centrais: a) o problema da democracia, dos direitos humanos e da inclusao social nas sociedades atuais; b) a tarefa da educacao e da escola formal na consolidacao da democracia e na defesa dos direitos humanos e c) a importância do debate sobre o lugar da Psicologia na consecucao de uma educacao para a democracia. O texto desenvolve um argumento critico em relacao a tendencia de simplesmente transferir as teorias originarias da pratica clinica para os contextos educacionais, o que levou a psicologizacao dos processos pedagogicos e ao abandono da investigacao dos processos socioculturais. E analisada aqui uma literatura recente que reflete sobre o papel do psicologo na escola e no horizonte de politicas publicas de protecao a infância e a adolescencia, sobre a producao institucional da queixa escolar e do fracasso escolar, e, sobretudo, a ideia da invencao de um novo perfil (competencias, habilidades e compromisso etico-politico) do psicologo necessario a realidade social brasileira, alem do estabelecimento de um campo de atuacao que implica nocoes como saude, qualidade de vida e cidadania.

Queixa escolar: uma revisão crítica da produção científica nacional

In this work we review Brazilian scientific publications between 2002 and 2012 on School Complaints, in order to critically analyze their main features and the aspects which are associated with generating a school complaint. We developed a systematic search in three bibliographic databases (SCIELO PEPSIC and the Brazilian Digital Library of Theses and Dissertations) using the two key words in Portuguese ‘queixa escolar’ and ‘queixas escolares’. Initially 35 publications were found and, after pre-analysis, 21 papers remained: 13 articles and 8 master’s theses. The studies were analyzed, taking their main characteristics and aspects related to generating a School Complaint in account. The results show that the predominating theoretical reference frame in the studies was Socio-historical Psychology and Critical School Psychology, with a dialectic and wide approach of school complaints, considering the historical, socio-cultural, institutional and political-economic dimensions of the social network in which the school complaints emerge.

Predictors of Sensitivity in Mothers of 8-Month-Old Infants

This longitudinal study investigated the impact of maternal mental health, including postpartum depression, and of maternal-fetal attachment, on maternal sensitivity when babies were eight months old. The study included 38 mother-infant dyads. The women answered the SRQ-20 and the Maternal-Fetal Attachment Scale in the third trimester of pregnancy, and the BDI, for evaluation of postpartum depression in the first month following birth. Maternal sensitivity was examined through an observation of mother-child interaction when babies were eight months old. The multiple regression model considering the three factors explained 18.6% of the variance in sensitivity, and only maternal-fetal attachment was a significant predictor. The results indicate the importance of interventions to promote the bond of pregnant women with their babies, which may even minimize possible harmful effects of postpartum depression on mother-child interaction.

Relações entre a saúde mental da gestante e o apego materno-fetal

Relations between pregnant women’s mental health and maternal-fetal attachment. This study investigated the relations among sociodemographic variables, pregnant women mental health, and maternal-fetal attachment in the third trimester of pregnancy. Participants were 261 pregnant women recruited from public maternity wards using a convenience sampling technique. Each pregnant woman completed a sociodemographic data form, the Maternal-Fetal Attachment Scale, and the SRQ-20. Regression analysis revealed that the number of children (4%) and mothers’ mental health (4.2%) accounted for part of the variance in maternalfetal attachment scores. Father’s and mother’s schooling was not associated with this variable. Taking the four analyzed factors into account, a multiple regression model accounted for 8.2% of the variance in the maternal-fetal attachment scores. The implications of these variables for mother-infant bonding during pregnancy are discussed.

Feelings, Imagination and Self-Understanding

Starting from some considerations about the text ‘Feelings in Literature’ by Johansen (2010), this article discusses the topic of emotions from the standpoint of moral psychology, namely the relationship between emotions and the conduct of our moral life. From this assumption, we will argue that literature, as an exercise of imagination, helps us understand and evaluate our own emotions, what is essential for establishing our uniqueness, distinguishing ourselves from others. In literature we can learn about emotions and we can understand our own feelings. Literature plays an important role in cultural experience, triggering emotional responses.

A ESCOLA E O ADOLESCENTE EM CONFLITO COM A LEI: DESVELANDO AS TRAMAS DE UMA DIFÍCIL RELAÇÃO

O presente artigo teorico propoe-se a elencar e discutir possiveis razoes da inamistosidade que, de modo geral, tem caracterizado a relacao entre a escola e o adolescente em conflito com a lei no Brasil. Para tanto, empreendeu-se uma cuidadosa busca na literatura pertinente ao tema no intuito de desinvisibilizar e analisar criticamente os processos historico-sociais dos quais essa tendencia e tributaria. O historico alinhamento da escola com a cultura das classes abastadas, correlato a sua tipica repulsa pelos estratos populares, revelou-se a espinha dorsal do fenomeno, uma vez que a maioria dos adolescentes em questao advem dessa classe social, sendo alvo privilegiado dos preconceitos, estigmas e estereotipos tipicamente atribuidos aos jovens de baixa renda. Para a atenuacao desse quadro, a requalificacao das praticas escolares para um efetivo acolhimento do adolescente mostra-se imprescindivel.

Semantic Borders and Incomplete Understanding

In this article, we explore a fundamental issue of Cultural Psychology, that is our “capacity to make meaning”, by investigating a thesis from contemporary philosophical semantics, namely, that there is a decisive relationship between language and rationality. Many philosophers think that for a person to be described as a rational agent he must understand the semantic content and meaning of the words he uses to express his intentional mental states, e.g., his beliefs and thoughts. Our argument seeks to investigate the thesis developed by Tyler Burge, according to which our mastery or understanding of the semantic content of the terms which form our beliefs and thoughts is an “incomplete understanding”. To do this, we discuss, on the one hand, the general lines of anti-individualism or semantic externalism and, on the other, criticisms of the Burgean notion of incomplete understanding - one radical and the other moderate. We defend our understanding that the content of our beliefs must be described in the light of the limits and natural contingencies of our cognitive capacities and the normative nature of our rationality. At heart, anti-individualism leads us to think about the fact that we are social creatures, living in contingent situations, with important, but limited, cognitive capacities, and that we receive the main, and most important, portion of our knowledge simply from what others tell us. Finally, we conclude that this discussion may contribute to the current debate about the notion of borders.

School Complaints and the Educational Self: Openings for the Medicalization of School Difficulties

The aim was to understand the production conditions for medicalised subjectivity, by identifying the nexus between the school complaint and the educational self, through teacher narratives. What we report here concerns our initial immersion in this field of study and is the result of observations, impressions and an analysis of the interviews and focus group conducted with teachers from a publicly-funded school. Working hypotheses and the outline of a perspective that takes into account the historicity, socio-cultural context and socio-interactive dynamic emerged from this process. Eight teachers from a Primary School located in an inland municipality in the State of Bahia (Brazil) participated in the study. Teacher narratives were recorded and then transcribed. Their content was submitted to successive readings, during which we conducted a dialogue between the empirical and the theoretical in order to identify meanings and specific themes. During this process, we created certain indicator categories for the nexus between culture, school complaint and educational self. From this, we consider it possible to locate the necessary openings for the emergence of the pathologisation—of non-learning and of behaviour considered deviant—and of the subsequent medicalisation of the educational self. In sum, when seeking to identify connections between the school complaint and the educational self, we find important openings in the teachers’ narratives for the emergence of the medicalisation of difficulties arising from the schooling process.

The Production of School Complaints in a Public School: Meanings and Practices

In this chapter, we analyze the dynamics of the production of school complaints in a public school in the Brazilian city of Salvador and demonstrate certain processes that are intertwined with it through listening to the actors involved. For data collection, separate focus groups with parents and the institution’s staff were performed. The results emphasized two poles in the production of school complaints: at one pole are the educators, who lack the training, support, and conditions to pedagogically address differences in the classroom; at the other pole are healthcare professionals, who are required to treat the disorders that were supposed to be at the root of these peculiarities. Opposing this trend, we recognize the importance of rethinking pedagogical practices to embrace diversity and achieve educational inclusion.

Queja escolar: una revisión crítica de la producción científica nacional

In this work we review Brazilian scientific publications between 2002 and 2012 on School Complaints, in order to critically analyze their main features and the aspects which are associated with generating a school complaint. We developed a systematic search in three bibliographic databases (SCIELO PEPSIC and the Brazilian Digital Library of Theses and Dissertations) using the two key words in Portuguese ‘queixa escolar’ and ‘queixas escolares’. Initially 35 publications were found and, after pre-analysis, 21 papers remained: 13 articles and 8 master’s theses. The studies were analyzed, taking their main characteristics and aspects related to generating a School Complaint in account. The results show that the predominating theoretical reference frame in the studies was Socio-historical Psychology and Critical School Psychology, with a dialectic and wide approach of school complaints, considering the historical, socio-cultural, institutional and political-economic dimensions of the social network in which the school complaints emerge.