Sonia Mari Shima Barroco

Teoria das emoções em Vigotski

This article explores the study of emotions in the Vigotski work, listing some texts that demonstrate his underlying conception of emotion before the main publishing about this subject, Emotions Theory, written between 1931 and 1933, and left unfinished by the author due to his death. This book, with the recuperation of the philosophic Cartesian base in Psychologies of emotions, introduces the predominant naturalism in Psychological science in the early twentieth century. Vigotsky analyses the need to rescue the dialectic between biological and cultural factors in the emotions constitution, to conceive them in terms of their possibilities of development and transformation, linked to historical and social conditions.This article explores the study of emotions in the Vigotski work, listing some texts that demonstrate his underlying conception of emotion before the main publishing about this subject, Emotions Theory, written between 1931 and 1933, and left unfinished by the author due to his death. This book, with the recuperation of the philosophic Cartesian base in Psychologies of emotions, introduces the predominant naturalism in Psychological science in the early twentieth century. Vigotsky analyses the need to rescue the dialectic between biological and cultural factors in the emotions constitution, to conceive them in terms of their possibilities of development and transformation, linked to historical and social conditions.

Historical-cultural psychology contributions to the psychologists professional training and practice in the context of inclusive education

Este texto objetiva discutir contribuciones de la Psicologia Historico-Cultural para la formacion y la actuacion del psicologo junto a la educacion, en un contexto de Educacion Inclusiva. Se destacan los fundamentos y principios de la educacion para personas con deficiencia, asi como postulados de la teoria de Vigotski referentes a la formacion y a la actuacion de los psicologos. Se considera que la perspectiva teorica elaborada por el autor sovietico contribui por: destacar la transitoriedad de los eventos y fenomenos; atrelar el mundo de las ideas, valores y representaciones a la vida objetiva y a la practica social; relacionar propuestas educacionales a un determinado proyecto de sociedad; defender la posibilidad del desvendamiento de la constitucion social del psiquismo y de la posible intervencion sobre la misma; requisitar una condicion de desarrollo humano sobre el patamar del hombre cultural y libre. Por fin, se destaca el hecho de que la Educacion Inclusiva debe se referir al proceso de apropiacion y usufruto de las producciones humanas mas complejas, elaboradas en las diferentes areas de la vida y del conocimiento.Abstract: In this article we discuss some contributions of Historical-Cultural Psychology to the education of psychologists who exercise their practice in the area of Inclusive Education. We focus on the principles and the foundations for a social education to handicapped people, as well as the postulates of L.S. Vigotski’s theory on education and on the practices of the psychologists. The main principles of Vigostski’s theory are: to consider the transience of events and facts; to relate objective life and social practice to the world of the mind, values and representations; to show the relationship between the educational proposals and a specific social project; to defend the possibility of discovering a social constitution of the psychological aspects of the mind and the possibilities of intervention in these aspects; to defend a human development based on the principles of man’ s culture and freedom. Finally, we argue that Inclusive Education refers to an appropriation process and to the possibility of using the complexity of human production in different areas of life and knowledge.

Contribuições da Psicologia Histórico-Cultural para a formação e atuação do psicólogo em contexto de Educação Inclusiva

Este texto objetiva discutir contribuciones de la Psicologia Historico-Cultural para la formacion y la actuacion del psicologo junto a la educacion, en un contexto de Educacion Inclusiva. Se destacan los fundamentos y principios de la educacion para personas con deficiencia, asi como postulados de la teoria de Vigotski referentes a la formacion y a la actuacion de los psicologos. Se considera que la perspectiva teorica elaborada por el autor sovietico contribui por: destacar la transitoriedad de los eventos y fenomenos; atrelar el mundo de las ideas, valores y representaciones a la vida objetiva y a la practica social; relacionar propuestas educacionales a un determinado proyecto de sociedad; defender la posibilidad del desvendamiento de la constitucion social del psiquismo y de la posible intervencion sobre la misma; requisitar una condicion de desarrollo humano sobre el patamar del hombre cultural y libre. Por fin, se destaca el hecho de que la Educacion Inclusiva debe se referir al proceso de apropiacion y usufruto de las producciones humanas mas complejas, elaboradas en las diferentes areas de la vida y del conocimiento.Abstract: In this article we discuss some contributions of Historical-Cultural Psychology to the education of psychologists who exercise their practice in the area of Inclusive Education. We focus on the principles and the foundations for a social education to handicapped people, as well as the postulates of L.S. Vigotski’s theory on education and on the practices of the psychologists. The main principles of Vigostski’s theory are: to consider the transience of events and facts; to relate objective life and social practice to the world of the mind, values and representations; to show the relationship between the educational proposals and a specific social project; to defend the possibility of discovering a social constitution of the psychological aspects of the mind and the possibilities of intervention in these aspects; to defend a human development based on the principles of man’ s culture and freedom. Finally, we argue that Inclusive Education refers to an appropriation process and to the possibility of using the complexity of human production in different areas of life and knowledge.

Concepções do Alcoolismo na Atualidade: Pesquisas Hegemônicas, Avanços e Contradições

O texto resulta de uma revisao da literatura a respeito das concepcoes e formulacoes hegemonicas atuais sobre o alcoolismo, com vistas a identificarmos as principais proposicoes em relacao a sua etiologia. Os resultados obtidos foram analisados segundo as formulacoes da saude mental com base na epidemiologia critica marxista, com objetivo de historicizar as concepcoes encontradas. Identificou-se que a etiologia bio-psico-social, com prevalencia na determinacao biologica, apresentou-se como proposta recorrente para explicacao do alcoolismo. Tal enfoque aponta a uma individualizacao do problema do abuso do alcool e a uma fragmentacao das multiplas determinacoes que compoem tal problema.

Contribuciones de la Psicología Histórico-Cultural para la formación y actuación del psicólogo en contexto de Educación Inclusiva

Este texto objetiva discutir contribuciones de la Psicologia Historico-Cultural para la formacion y la actuacion del psicologo junto a la educacion, en un contexto de Educacion Inclusiva. Se destacan los fundamentos y principios de la educacion para personas con deficiencia, asi como postulados de la teoria de Vigotski referentes a la formacion y a la actuacion de los psicologos. Se considera que la perspectiva teorica elaborada por el autor sovietico contribui por: destacar la transitoriedad de los eventos y fenomenos; atrelar el mundo de las ideas, valores y representaciones a la vida objetiva y a la practica social; relacionar propuestas educacionales a un determinado proyecto de sociedad; defender la posibilidad del desvendamiento de la constitucion social del psiquismo y de la posible intervencion sobre la misma; requisitar una condicion de desarrollo humano sobre el patamar del hombre cultural y libre. Por fin, se destaca el hecho de que la Educacion Inclusiva debe se referir al proceso de apropiacion y usufruto de las producciones humanas mas complejas, elaboradas en las diferentes areas de la vida y del conocimiento.Abstract: In this article we discuss some contributions of Historical-Cultural Psychology to the education of psychologists who exercise their practice in the area of Inclusive Education. We focus on the principles and the foundations for a social education to handicapped people, as well as the postulates of L.S. Vigotski’s theory on education and on the practices of the psychologists. The main principles of Vigostski’s theory are: to consider the transience of events and facts; to relate objective life and social practice to the world of the mind, values and representations; to show the relationship between the educational proposals and a specific social project; to defend the possibility of discovering a social constitution of the psychological aspects of the mind and the possibilities of intervention in these aspects; to defend a human development based on the principles of man’ s culture and freedom. Finally, we argue that Inclusive Education refers to an appropriation process and to the possibility of using the complexity of human production in different areas of life and knowledge.

Emotions theory in Vigotski

This article explores the study of emotions in the Vigotski work, listing some texts that demonstrate his underlying conception of emotion before the main publishing about this subject, Emotions Theory, written between 1931 and 1933, and left unfinished by the author due to his death. This book, with the recuperation of the philosophic Cartesian base in Psychologies of emotions, introduces the predominant naturalism in Psychological science in the early twentieth century. Vigotsky analyses the need to rescue the dialectic between biological and cultural factors in the emotions constitution, to conceive them in terms of their possibilities of development and transformation, linked to historical and social conditions.This article explores the study of emotions in the Vigotski work, listing some texts that demonstrate his underlying conception of emotion before the main publishing about this subject, Emotions Theory, written between 1931 and 1933, and left unfinished by the author due to his death. This book, with the recuperation of the philosophic Cartesian base in Psychologies of emotions, introduces the predominant naturalism in Psychological science in the early twentieth century. Vigotsky analyses the need to rescue the dialectic between biological and cultural factors in the emotions constitution, to conceive them in terms of their possibilities of development and transformation, linked to historical and social conditions.

Teoría de las emociones en Vigotski

This article explores the study of emotions in the Vigotski work, listing some texts that demonstrate his underlying conception of emotion before the main publishing about this subject, Emotions Theory, written between 1931 and 1933, and left unfinished by the author due to his death. This book, with the recuperation of the philosophic Cartesian base in Psychologies of emotions, introduces the predominant naturalism in Psychological science in the early twentieth century. Vigotsky analyses the need to rescue the dialectic between biological and cultural factors in the emotions constitution, to conceive them in terms of their possibilities of development and transformation, linked to historical and social conditions.This article explores the study of emotions in the Vigotski work, listing some texts that demonstrate his underlying conception of emotion before the main publishing about this subject, Emotions Theory, written between 1931 and 1933, and left unfinished by the author due to his death. This book, with the recuperation of the philosophic Cartesian base in Psychologies of emotions, introduces the predominant naturalism in Psychological science in the early twentieth century. Vigotsky analyses the need to rescue the dialectic between biological and cultural factors in the emotions constitution, to conceive them in terms of their possibilities of development and transformation, linked to historical and social conditions.