Silviane Barbato

Construyendo narraciones para dar sentido a experiencias vividas. Un estudio sobre las relaciones entre la forma de las narraciones y el posicionamiento personal

Resumen Este artículo presenta los primeros resultados de una investigación empírica sobre los modos de constitución de la experiencia. Se investiga cómo un grupo de alumnos que participaron de una situación potencialmente conflictiva interpretan esa situación a través de un relato. Se cuestiona que esas narrativas transmitan de un modo transparente y directo las formas en que los sujetos experimentaron una situación vivida, proponiéndose, en cambio, que aspectos formales de las narraciones (tema, formas de los enunciados, voces, etc.) pueden dar pistas sobre los posicionamientos e interpretaciones de los participantes. Asimismo, se entiende a las narraciones como construcciones discursivas que articulan dialógicamente al sujeto que narra y a los interlocutores a quienes se dirige la narración, al mismo tiempo que dan cuenta de qué sucedió y por qué sucedió de esa manera. Los resultados muestran cuatro tipos de narrativas caracterizadas por diferencias en sus aspectos formales que, al mismo tiempo, son reveladoras de diferentes maneras de posicionarse ante la situación vivida y ante el interlocutor a quien se dirige el relato.

Identidade feminina: um conceito complexo

This study aimed at identifying meanings that compose complex concept female identity. Fourteen women 44-74 years old attending an adult literacy program took part on discussions group about the theme being a woman in which oral, written and image (picture) data were collected. Data were tape-recorded during 13 one and a half hour weekly sessions. Data were thoroughly transcribed and submitted to a thematic dialogical analysis. In this paper the theme womens social role is prioritized. Each role was analyzed considering three thematic groups - the roles activities, its modes of execution and its consequences. Results indicated that women had multiple identifications- mother/grandmother, daughter, wife, housewife, working woman 1 (rewarded) and working woman 2 (housewife). The pair of roles mother-wife standed out as it defined other aspects of being a woman.

La imaginación creadora: aspectos histórico-genealógicos para la reconsideración de una psicología de la actividad y la mediación estética

Resumen La imaginación ha sido motivo de debates en diferentes áreas del conocimiento. En el caso de la Psicología, sus funciones han estado ligadas con la actividad creadora. Nuestro interés en este artículo es explorar la construcción histórico-genealógica de esa encrucijada conceptual partiendo de las contribuciones filosóficas de la Antigüedad Clásica. Repasamos su desarrollo desde las teorías sobre la imaginación, y sus relaciones con la imitación y el arte, a través del proyecto renacentista hasta alcanzar los sistemas teóricos que emergieron en los siglos XVIII y XIX. Ilustramos cómo polémicas históricas sobre la verdad y el error, la genialidad y la locura fueron manejadas para conferir a la imaginación y al proceso creativo un lugar de menor valía en el pensamiento occidental. Nuestra propuesta reubica la imaginación en el territorio psicológico como un aspecto de la actividad humana dirigido a percibir y jugar sin límites con el proceso mediacional.

Intersubjectivity in Primary and Secondary Education: A Review Study.

Abstract In this literature review on the dynamics of intersubjectivity in primary and secondary education, we summarise and examine articles published in the last 10 years. This concept is considered relevant in education, in particular to enhance different types of collaborative learning situations. The articles were selected from several databases, all in English and blindly peer-reviewed. From the 157 articles appearing when limiting the contexts to primary and secondary education, 25 empirical studies were selected because they focused on the collaborative activities of students-students and/or teacher-students. We are also interested in understanding the role that technology may play in such process. Additionally, research where some types of digital technologies were used was contrasted with studies with analogical technologies. The selected articles were analysed with the aim of highlighting ideas and critical concepts featuring the process of producing intersubjectivity. As relevant dimensions, we identified: (a) teachers’ role; (b) cultural and/or intercultural dimension; (c) the role of cognitive aspects; (d) the role of social dimension, and (e) the role of space-time. Finally, implications for future empirical studies and educational practices are outlined.

Considerações sobre o Fomento de Pesquisa em Psicologia do Desenvolvimento Humano no Brasil: História e Desafios

This paper aims at discussing furtherance of research in Brazil, highlighting the roles of research history and policies and scientific development, as well as research agencies and associations related to the Psychology of Human Development field. Initially, an overview of the Brazilian sciences history and it applicability in human development was carried out. Later, one discusses how interdisciplinary is the science of development and the importance of deepening the dialogue of Psychology with other areas of knowledge in order to set new techniques. Finally, possible scientific trends and changes to implement new fields of knowledge are presented, considering the Psychology of Human Development as relevant area for those changes. One concludes that resources, as well as researches, are inserted in dynamic historical, social, cultural, and economic contexts that should be considered when fundraising.

Dinâmicas de Produção da Identidade Docente na EJA: um Estudo Multimétodos

espanolResumen El estudio tuve como objetivo analizar las dinamicas de produccion de la identidad docente en la Educacion de Jovenes y Adultos (EJA) en los primeros anos de docencia en las ciudades de Aracaju y Brasilia, Brasil. En la investigacion participaron cuatro profesores de la EJA de la red publica de ensenanza. Realizamos dos sesiones de entrevista, una historia de vida y una episodica, seguida por una narrativa mediada por un objeto o fotografia. Despues de la participacion en la entrevistas, fue solicitado a los participantes que escribieran por e-mail dos cartas: la primera en la posicion-yo escribiendo sobre ser docente de la Educacion de Jovenes y Adultos y la segunda en la posicion-otro, como el Secretario de Educacion sobre el futuro de la Educacion de Jovenes y Adultos. Los datos fueron transcritos y la produccion obtenida con el uso de los multimetodos fue considerado como un unico texto. Todas las informaciones, entrevistas y cartas fueron sometidas a analisis dialogica tematica y analisis pragmatica del discurso. Los resultados indicaron que las dinamicas de produccion de la identidad docente fueron construidas en tres temas centrales: familia, formacion academica y mercado de trabajo. Concluimos que la produccion de la identidad docente y profesional en la Educacion de Jovenes y Adultos en los primeros anos de docencia esta marcada por conflictos, miedos, incertezas y expectativas para el futuro, relacionados con la continuidad de la formacion, las nuevas oportunidades de trabajo docente, y una educacion mas significativa para el otro y para si. EnglishAbstract This study aimed at analysing the dynamics of teachers´ identity production. Four teachers in their first years of experience in Adults Education, from the cities of Aracaju and Brasilia, Brazil, took part in the multi-method research composed of two individual interview sessions and two letters writing. In the first meeting, an open interview was held and in the second session they took part in an episodic interview followed by an opened-ended interview mediated by object or photo. Afterwards, participants were asked to write two letters. The first one maintaining an I-position writing about being a teacher in adult education; and the second one, shifting to position-other, writing as the Secretary of Education position about the future of adult education. Individual were transcribed, ordered into a single text and then submitted to thematic dialogic analysis and pragmatic discourse analysis. Results indicated that the dynamics of teacher identity production were produced on three central themes: Family, Academic Formation and Labour Market. We concluded that the production of teachers´ identities, in their beginning years of professional teaching experiences in Adults Education, are in transition. It is marked by ambivalences engendered by dynamics of permanence and change prompted by conflicts and uncertainties in the present, and future expectancies related to the continuity of their education, new teaching work opportunities and a significant education for the other and for themselves. portuguesResumo Este estudo tem como objetivo analisar as dinâmicas de producao da identidade docente na Educacao de Jovens e Adultos (EJA) nos primeiros anos de docencia nas cidades de Aracaju e Brasilia. Participaram quatro professores atuantes na EJA da rede publica de ensino. Foram realizadas duas sessoes de entrevistas aberta e episodica, seguida por entrevista mediada por objeto ou fotografia. Em seguida, foi solicitado aos participantes que escrevessem duas cartas a serem enviadas a pesquisadora por e-mail: a primeira em posicionamento-eu com o tema Ser Docente da EJA e a segunda, com alternância para posicionamento-outro, escrevendo como Secretario de Educacao, com o tema perspectivas futuras da EJA. Os dados foram transcritos e a producao obtida com o uso dos multimetodos foi organizada um unico texto. Todas as informacoes, entrevistas e cartas, foram submetidas a analise dialogica tematica e analise pragmatica do discurso. Os resultados indicaram que as dinâmicas de producao da identidade docente foram construidas em tres temas centrais: Familia, Formacao Academica e Mercado de Trabalho. Este estudo indicou que a producao da identidade docente e profissional na educacao de jovens e adultos nos primeiros anos de docencia esta em transicao e e marcada por ambivalencias geradas na dinâmica de permanencias e mudancas em conflitos e incertezas, no presente, e expectativas de futuro relacionadas a continuidade da formacao, a novas oportunidades de trabalho docente e uma educacao mais significativa para o outro e para si.

Participation of children in research: a proposal considering the theoretical and methodological advances

Participation of children in research: A proposal considering the theoretical and methodological advances. In research in Developmental Psychology and other areas of knowledge, children are considered mainly as objects rather than subjects as they are mostly observed than heard. Th at perspective restrained construction of knowledge on the development of the self in childhood, specially, during transitional experiences. We present a review of the literature, with studies concerning the specifi cities of the involvement of children in research. In order to broaden the understanding of their interpretations about themselves, the others and the world in experience of school transition and the diff erent dyna

Participação de crianças em pesquisas: uma proposta considerando os avanços teórico-metodológicos

Participation of children in research: A proposal considering the theoretical and methodological advances. In research in Developmental Psychology and other areas of knowledge, children are considered mainly as objects rather than subjects as they are mostly observed than heard. Th at perspective restrained construction of knowledge on the development of the self in childhood, specially, during transitional experiences. We present a review of the literature, with studies concerning the specifi cities of the involvement of children in research. In order to broaden the understanding of their interpretations about themselves, the others and the world in experience of school transition and the diff erent dyna

Participación de niños en investigaciones: una propuesta considerando los avances teorico-metodológicos

Participation of children in research: A proposal considering the theoretical and methodological advances. In research in Developmental Psychology and other areas of knowledge, children are considered mainly as objects rather than subjects as they are mostly observed than heard. Th at perspective restrained construction of knowledge on the development of the self in childhood, specially, during transitional experiences. We present a review of the literature, with studies concerning the specifi cities of the involvement of children in research. In order to broaden the understanding of their interpretations about themselves, the others and the world in experience of school transition and the diff erent dyna

Six year-olds’ private speech during construction of writing in intersubjectivity

In this article we seek to analyze data on the use and functions of four six-years-olds’ private speeches prompted during free graphic production exercises, such as drawing and initial writing. Our study was developed from a cultural psychology perspective in which knowledge is constructed dialogically during teaching-learning activities in multimodal literacy processes. In addition, classroom interactions and problem solving involve social practices based on oral, visual and graphic modes of communication. We analyzed four 60-minute sessions filmed in a first grade 1 classroom; three sessions involved recount children’s stories and one was a free writing session, all of which were led by the classroom teacher. In designating episodes as the units of analysis, we applied the categories developed by literature to analyze private speech and created another category from the indexes of the specific situations. The results indicated that the use of private speech functioned in order to organize drawing and spelling during free writing activities. In addition, the use of private speech acquired the following functions directed to generate knowledge in intersubjectivity: a) as a commentary of the social other; b) a commentary of the speaker himself directed to the social other; c) a private speech of the social other; d) an assessment commentary; e) private speeches in collective spelling; f) as present participants’ commentaries of agreement or disagreement. 1 The first year of elementary school in the Brazilian education system is equivalent to first grade in the United States. Kindergarten, the first year of elementary school in the United States, is equivalent to pre-school in Brazil.