Regina Orgler Sordi

Um estudo sobre as formas de atenção na sala de aula e suas implicações para a aprendizagem

This paper derives from a pilot study on classroom attention undertaken with first grade children. The objective was to analyze some particularities of the relationships that were established and that may reveal propitious towards a form of attention characteristically more inventive and inquisitive. The study suggested that building an environment of dialogical communication favors the students attentive capacity. In this environment, students are called upon to experience attention in learning which is different from the habitual manner that they are used to in receiving information. This is due, mainly, to the capacity of the teacher in giving heed to a moment of rupture from the attentive focus and keeping oneself open-minded for the unexpected.

Aprendizagem da atenção e os modos de subjetivação pedagógica e informacional

The main goal of this paper is to discuss the ways attention has been understood and its relations with learning in the contemporary world, by trying to relate it with two ways of subjective constructions: the pedagogic and the informational. Following is the presentation of the results of a pilot study done with the first grade of a grammar school. The purpose of the research was to study the ways attention was experienced between students and teachers during the learning process and analyze its development. It suggested that the classroom could be a space of learning of an attention open to invention as long as it is possible to experience the sudden reception that emerges from a rupture of the focus. Also, it suggested the need of a dialogical dynamics of communication based on the principle of interaction and co-operation.

A Constituição da Inteligência: Uma Abordagem Psicanalítica

This paper aims to discuss human intelligence in the psychoanalytical perspective, particularly considering the contribution of Silvia Bleichmar who explores how human mind develops the intellectual activity from the embryonic states. It is recognized the contribution of genetic epistemology developed by Jean Piaget which allows to understand the capacity to build symbolic systems from sensory-motor schemes. There is also pointed some convergence between the genetic psychology and the psychoanalytic thought. What is stressed in this article, however, is that the contribution of psychoanalysis about the origins of intelligence has been less studied, although it is of most interest both theoretically and clinically. The theoretical inspiration of the paper relies on Freuds theory but it is more definitely grounded on the French school of Jean Laplanche. It tries to show that to reach the objectivity of logical structures, characterized by the categories of the Aristotelian logic - classification, space, time, causality, denial - the psychism does an active work of mind connection which starts in the first inscriptions of the other sexualized human and has to implant the originary repression, the only one able to organize the logic of the secondary thought. It stresses, at the end, that the contribution about a theory of the origins of psychism, concerning the development of intelligence is of great help in the studies about learning disabilities, as it differentiates learning difficulties due to secondary causes of the disorders which address to the lack of constitution of the ego.

Contribuições de Francisco Varela ao estudo da aprendizagem inventiva em sala de aula

Este artigo se propoe a fazer um percurso pelas contribuicoes de Francisco Varela sobre o funcionamento e a aprendizagem da atencao. As autoras discutem as vicissitudes das aprendizagens recognitiva e inventiva e os tipos de atencao que acompanham essas concepcoes sobre o aprender. Exploram o conceito vareliano de breakdown para discutir as praticas de sala de aula nao mais marcadas pela atencao focalizada - caracteristica do modo de atencional da contemporaneidade - mas uma atencao consciente, marcada pelo continuum esperar-esticar, fixar-romper, atender-desatender.

Attention learning: an opening to invention

El presente trabajo resulta de una investigacion sobre la atencion en salon de clase realizada con alumnos y profesores de dos grupos de primer grado de la ensenanza primaria. Fueron realizadas aproximadamente cien observaciones, con notas de campo y grabaciones de los dialogos que ocurrieron entre alumnos y profesores y la metodologia de analisis del material fue cualitativa. Estos dialogos fueron analizados, posteriormente, con la finalidad de identificar breakdowns. Estos fueron definidos como modulaciones de la atencion expresadas por medio de intervenciones orales y gestos que senalaban una aparente ruptura del foco de atencion, revelando un desvio del trabajo recognitivo en cuestion. El resultado de los analisis mostro la predominancia de dos modalidades distintas de actuacion de la profesora al encontrarse con breakdowns, sugiriendo, como conclusion de la investigacion, que la atencion puede ser efecto del aprendizaje cuando el ambiente, creado por aquellos que ensenan, tiene el proposito de que todos puedan acercarse, lo maximo posible, de un sentido compartido de comunicacion, caracterizandola como una autentica relacion de co-operacion.

Aprendizaje de la atención: una abertura a la invención

El presente trabajo resulta de una investigacion sobre la atencion en salon de clase realizada con alumnos y profesores de dos grupos de primer grado de la ensenanza primaria. Fueron realizadas aproximadamente cien observaciones, con notas de campo y grabaciones de los dialogos que ocurrieron entre alumnos y profesores y la metodologia de analisis del material fue cualitativa. Estos dialogos fueron analizados, posteriormente, con la finalidad de identificar breakdowns. Estos fueron definidos como modulaciones de la atencion expresadas por medio de intervenciones orales y gestos que senalaban una aparente ruptura del foco de atencion, revelando un desvio del trabajo recognitivo en cuestion. El resultado de los analisis mostro la predominancia de dos modalidades distintas de actuacion de la profesora al encontrarse con breakdowns, sugiriendo, como conclusion de la investigacion, que la atencion puede ser efecto del aprendizaje cuando el ambiente, creado por aquellos que ensenan, tiene el proposito de que todos puedan acercarse, lo maximo posible, de un sentido compartido de comunicacion, caracterizandola como una autentica relacion de co-operacion.