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Navegando Programa de Pós-graduação em Educação por Por Orientador "BURGARELLI, Cristóvão Giovani"
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Item Escrita, repetição e elaboração(Universidade Federal de Goiás, 2011-06-20) CARVALHO, Maria Alice de Sousa; BURGARELLI, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177This thesis is linked to the Post-Graduation Program in Education, in Faculty of Education, at Federal University of Goiás, in the search line Fundamentals of Educational Processes . Resorting to psychoanalysis, that, since the initial studies of Sigmund Freud, seeks to build references to establish, from the analytical practice, a theory of the subject, it proposes to consider the advent of this subject as effect of the significant, being that, to develop such preparation, it will be required an articulation between significant chaining and instinctual investment, it means, between body and language.Children s activities, such as games, jokes and learning as written language, are not only playful, imitative and / or knowledge to be acquired, but are related to the subject, always involved with the structural problem of its existence. Thus, the aim of this thesis is to discuss about this effect, just to recognize the effects of this plot in the acquisition of writing, especially at school. The study initially presents the theoretical assumptions about the structure of the subject. Then, it discusses the theme of repetition and elaboration, taking up the perspective of both Freud and Lacan, who served as the basis for the analysis of children writing. In methodological issues, we used data from ongoing research in this thesis, Around the letter: writing, reading and transmission, and examples observed in the practice of literacy, developed at the Center of Teaching Applied at Education, in Federal University of Goiás (CEPAE / UFG). This thesis also has examples from films which, although not directly approach specifically the writing or its acquisition, establish relations with this theme. In the end, considerations indicate that, as a child writes with unidentified features, several letters and letters of his name, for example, it is outlined a process of subjectivation of unconscious brands. Therefore, it can be recognized in the acquisition process of written language a perspective of elaborationItem As vicissitudes de uma educação psicanaliticamente orientada(Universidade Federal de Goiás, 2008-08-30) LIMA, Valéria Alves de; BURGARELLI, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177This essentially bibliographical study belongs to the Culture and educational processes line of research of the postgraduate program in Education at the Faculty of Education at UFG. It discusses the question of the possibility/impossibility of the educational impasse coined by Freud (1856 1939). Using studies on psychoanalysis and education as a basis, it seeks to establish a relationship between these two fields, in an effort to take into consideration an education which would bear in mind the unconscious, and in that way, would take into account the physic processes, incongruencies and discontinuousness of the educational act. Psychoanalysis can contribute to education by means of the recognition of desire in the subjects who are learning. It could be said that psychoanalysis could transmit to the educator and not to pedagogy as a constituted field an ethics, a way of seeing and understanding educational practice.Item DISCURSO PEDAGÓGICO E DISCURSO UNIVERSITÁRIO: UMA APROXIMAÇÃO(Universidade Federal de Goiás, 2008-09-05) RIBEIRO, Pollyanna Rosa; BURGARELLI, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177This dissertation belongs to the research field of Educational Processes and Culture in the Education Post-Graduate Program at UFG. It aims to outline a debate between pedagogical and university discourses, because their discursive functioning has implications for day-to-day academic activity. Because they do not have their origins in works of a same author nor in the same theoretical vein, the debate presented herein sets out to clarify the characteristics of each discourse; firstly, with regard to Orlandi s study on pedagogical discourse and then, to Lacan s university discourse. Pedagogical discourse presents a circular working based on scientificity found in other fields, especially in Psychology. Thus the way in which it operates in the school can be called (psycho)pedagogy, since it reduces theorization to techniques made available and in the name of constant updating. After describing the working of one of Lacan s four discourses, starting from a study of the mathema, it was possible to see that some characteristics of pedagogical discourse are in consonance with university discourse. In the formula of this discourse, the knowledge derived from science occupies a dominant position, places the students in the place of the object and produces a thesis, always referring to the name of an author. Of the converging points between the discourses which are the theme of this study, one can highlight the present configuration of science, that is: technoscience, which is presented as a foundation for these discursive modes, benefiting not just the manner in which the school operates but also the different social institutions. Using a psychoanalytic approach as its principal focus, this study emphasizes the conception of discourse as a structure which promotes social bonding and, consequently, constitutes its subjects. This is the reason for the emphasis placed here on the discourses which lay the foundation for the school, as they produce and shape subjectivity.Item Implicações do campo da psicanálise para a prática educativa no cotidiano escolar(Universidade Federal de Goiás, 2011-08-19) SANTOS, Lindalva Pessoni; BURGARELLI, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177This paper, supported by a theoretical background and one of the results of the research project Around the letter: reading, writing and transmission, located in the research area Principles of the educational processes of the master's program in Education of the Universidade Federal de Goiás, propose a discussion about the implications of the psychoanalysis field to the educational practice in the school everyday life. To guide such discussion, scholars of the pedagogical, didactic and psychoanalysis fields were chosen, on the one hand, because of the principles that guide the educational practice come, mainly, of the investigations developed by these two first knowledge fields and, on the other hand, the use of psychoanalysis contributions, took in Freud and Lacan explanatory studies, are shown in the interrogative form, originated in the lived educational field s impasses. To such discussion, we have begun by the organization of the determined educational practice, in the XVII century, by the scholar Jan Amós Comenius who was the creator of a work knew as Universal treaty of teaching everything to everybody . This treaty brought the promise of a form of teaching which was impossible not to learn. Since then, many others treaties were produced, however, even with all the theoretical papers, the impasses about how to educate, how to teach and how to learn are not simplified in many ways, always creating new expectations which could come from the educational scholars who investigate this plot, mainly when they produce or reproduce, based on classical studies about education and the object, knowledge and subject notions. In this paper, we are trying to reflect about the awareness, open, understandable and communicative educational practice questions that, besides, hold an opposite, an unconscious, complicated and not understandable dimension, which, even ignored, it is there and, nonchalantly, waves the formal and universal sense in which it is built. When the psychoanalysis refers to pedagogical and didactic fields, it calls these fields to consider the tension between the impossible and the necessary of the education and, in this way, to be more involved in its researches and proposals, with the characteristic that can appear inside the educational practice, in the family and in the school everyday life.Item Da crise na educação ao impasse na formação continuada de professores(Universidade Federal de Goiás, 2008-10-02) SCARTEZINI, Raquel Antunes; BURGARELLI, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177This highly bibliographical study is linked to the research line on Culture and Educational Processes in the Post-graduate Educational Program at FE-UFG. It questions the impasse generated in the ongoing formation of teachers, in which the guidelines are established by international organizations submissive to the liberal ideology. These guidelines had their origin in the operational changes of capitalism, and now respond to the demands of the theory of human capital both in what qualifies the teacher as worker, belonging to a working class, as well as the demand that the latter form his successors for the labor market. From the moment that education came to be considered an indispensable instrument in market expansion, its basis of political emancipation and personal expansion disappeared. To educate no longer means leading younger people to understand the laws of the world. According to the capitalist model, initial school education has to do with offering basic competencies which, throughout life, permit the subject to pursue his/her permanent formation which, in its turn, will allow him/her assimilate the latest knowledge and techniques demanded by the market. Caught up in the Capitalist Discourse, the teacher avoids acting subjectively as an adult responsible for the transition of young people to this world, because the founding rules of subjectivity are hidden under the false testimony that there is no law. However, linguistic laws are not subject to disguise and demand the interdiction of pleasure. This creates an impasse in the subject who hears the technoscientific discourse declare that there are no limits and therefore access to pleasure is free, but is faced with his/her own castration since s/he is unavoidably submitted to languageItem Subjetividade, Educação e Transmissão Simbólica(Universidade Federal de Goiás, 2009-08-21) SOUZA, Luciana Santos de Freitas; BURGARELLI, Cristóvão Giovani; http://lattes.cnpq.br/7094012821984177This study proposes a reflection on symbolic transmission, in an attempt to discuss how one can speak of symbolic transmission in contemporaneousness. On considering that there is a split-subject structure in the very construction of the subject, since the subject is structured on lack, this study initially presents what the subject of psychoanalysis is. It then deals with a subject that does not coincide with person, period or development; the subject is a lack of being. Using the testimony of adults who have undergone traumas, the study discusses how transmission is undertaken in the contemporary world. In this cross section, the educational crisis is brought into question, because if the subject is structured on lack, it is not a question of overcoming this by abolishing the symbolic, but rather of a subjective constitution which allows the subject to get involved with what surrounds it. Using Lacan s Seminar XI studies, one can discuss how the idealization of the subject and its development through science leads to the impotence of education and of the professor. This discourse involves a discourse which emphasizes the failure of schooling, the decline of the symbolic authority of the professor, etc. Based on psychoanalytic theory, this study discusses the link between Felman s operation of testimony and symbolic transmission, thereby aligning (Felman s term, 2000) the position of those who testify with that of the professor, the one who teaches. Symbolic transmission involves an operation which convokes the subject who must get involved; this involves work proper to the unconscious itself, that of alienating and separating, this is movement of the language itself. By getting involved, there is a possibility that the subject may witness a symbolic transmission. The professor in his/her teaching function can present a lack in an educational act. His/her position as a subject of the unconscious may or may not sustain his/her teaching position, that is, his/her authority as people who teach, thereby being able to hand on a cultural inheritance.