Programa de Pós-Graduação em Psicologia
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Doctoral Thesis Vivência/Perejivânie: diversidade de compreensões do conceito e articulação à luz do sistema teórico de Vigotski(Universidade Federal do Rio Grande do Norte, 2022-12-22) Andrade, Letícia Raboud Mascarenhas de; Campos, Herculano Ricardo; Toassa, Gisele; http://lattes.cnpq.br/3896628029641662; http://lattes.cnpq.br/5074604820102847; Martins, João Batista; Silva, Daniele Nunes Henrique; Costa, Eduardo Moura da; Souza, Vera Lucia Trevisan deThe recognition of the concept of perezhivanie in Vygotsky's theory of development as an unit of analysis, representing the dynamic unit of consciousness and a unit of the relation between personality and environment highlights the relevance of its articulations to the author's theoretical system. However, there is a challenging scenario for the understanding and integration of this concept in Vygotsky's theory due to its difficulties of translation, its multiple meanings in the context of the Russian language and culture, likewise in the author's work, in addition to the various articulations of the concept in the theory and its underdeveloped character given Vygotsky's premature death. This scenario contributes to the development of different conceptions and interpretations of the concept of perezhivanie, tending to partial and fragmented understandings. Different researchers recognize the growing interest in the concept and the emerging diversified and fragmented scenario, emphasizing the need for its articulation. Given this situation, the thesis seeks to articulate, discuss and confront the multiple understandings attributed to the concept of perezhivanie in the context of Vygotsky's theory of development in works that focus on the subject. A survey of the productions that referred to the concept of perezhivanie in Vygotsky's theory, published until 2018, was carried out through CAPES Journal Gate and Google Scholar in Portuguese, English, Spanish and French, using as descriptors the different nomenclatures and translations of the term perezhivanie. A total of 211 works were reached, of which 45 were analyzed in view of their focus of discussion centered on the concept of perezhivanie. The analysis process resulted in the identification of eight axes of articulation of understandings about the concept: Perezhivanie as a psychological function; Perezhivanie as an activity; Perezhivanie as an affective-cognitive unity; Perezhivanie as a refracting prism; Perezhivanie as a unit of human development; Perezhivanie as a unit of consciousness; Perezhivanie as dramatic perezhivanie; Perezhivanie as a concept versus perezhivanie as a phenomenon. The results made it possible to highlight and illuminate different dimensions and discussions about the concept, as well as advancing some understandings.Master Thesis O professor polivalente dos anos iniciais do ensino fundamental da rede municipal de Natal/RN: trabalho, vivência e mediações(2017-06-28) Andrade, Letícia Raboud Mascarenhas de; Falcão, Jorge Tarcisio da Rocha; http://lattes.cnpq.br/9066230660650393; http://lattes.cnpq.br/5074604820102847; Anjos, Daniela Dias dos; http://lattes.cnpq.br/7443577853883024; Seixas, Pablo de Sousa; http://lattes.cnpq.br/8279860104369694The democratization of education possesses contradictory interests that involve both, mechanisms that reproduce inequalities and forces geared towards social transformation. In this context, the precariousness of the teaching work can produce situations of alienation which influence the work experiences. The present research focuses on the work of "polyvalent" elementary school teachers of Natal (RN-Brasil) municipal schools. It comprehends the clinic of activity perspective, an approach that explores the activity subjective dimension, enabling the expansion of consciousness and power over activity, revealing mediations and experiences. The objective of this study is to explore and analyse the teaching work constitutive elements and perceptions, its insertion context, as well as the articulation with the expression and constitution of experiences. The research covered: a descriptive and inferential quantitative stage, using a socio-professional questionnaire and a psychosocial work dimensions evaluating instrument; and a clinical qualitative stage, which made use of the Instruction to the Double (clinic of activity), promoting the dialogue with professional practice. Within this research, it has been identified a high percentile of teachers who experience loneliness at work (30.2% of the sample), as well as the connection between this perception and feelings of dissatisfaction regarding available time, pedagogical planning meetings and little familiarity with School's Political Pedagogical Project. Two 1st grade municipal school teachers participated of the research clinical qualitative stage. Different features in regard to the relation with the teaching work activity were observed: an experience established in the logic of production and class control, revealing obstacles to action and feelings of solitude; and another focused on student intellectual mobilization, expressing dynamism and job satisfaction, as well as access to resources of activity enrichment. The study concludes that it is necessary to create and reinforce working collective dimension at schools aiming at the development and construction of activity references, besides political mobilization in view of better working conditions.