Aprendizado
The importance of psychoanalysis to the formation of psychopedagogists
Candido Mendes University
GRADUATE " sensu lato "
PROJECT TIME MASTER
The importance of psychoanalysis to the formation of psychopedagogists :
The study of concepts of psychoanalysis to the understanding of the difficulties of teaching and learning .
By José Luiz Teixeira da Silva
leader
Prof . Dr. Carlos Alberto Barros Cherry
Rio de Janeiro
2006
Candido Mendes University
GRADUATE " sensu lato "
PROJECT TIME MASTER
The importance of psychoanalysis to the formation of psychopedagogists :
The study of concepts of psychoanalysis to the understanding of the difficulties of teaching and learning .
Presentation of the monograph Universidade Cândido Mendes as a partial requirement for the degree of specialization in educational psychology .
By José Luiz Teixeira da Silva
Rio de Janeiro
July/2006
THANKS
The pessos all who contributed to the advancement of this research , sometimes encouraged , sometimes indicating book, articles, finally giving suggestions . To friends and especially to God because without vital spiritual force and this would be much less academic work that is because what good is knowledge without love ?
title
" The unconscious is structured like a language . "
( Mannoni , 1976 p.53 )
DEDICATION
I dedicate this to all academic work with people longing to know prepared , structured and extremely human. My teachers that underpinned my knowledge , my classmates because it was the interaction with them is that I could learn while exchanging information , ideas and ideals that I hope to share with others throughout my life .
ABSTRACT
The purpose of this paper is to contribute to the academic elements relevant to professional training psychopedagogists . In this process of knowledge construction became a literature seeking knowledge in the field of psychoanalysis that can be shared across processes psychopedagogists to understand the " Psyche " of learners , people involved in the process ; parents, other educators and managers of institutions assisted by this professional expert.
Therefore this monograph proposes to add value to the training of specialist educational psychology , bringing out knowledge about psychoanalysis that may facilitate the understanding of human behavior , its traumas and other concepts that will be covered cumulatively to everyday experiences .
The first chapter deals with psychoanalysis , definition, its founder , its key concepts and its applicability , finally , an overview that encompasses history, theory and training .
The second will involve psychoeducation on the subject , its theoretical arguments and practices among them the concepts entering the difficulties and disorders and how to recognize them . Psychoanalysis and pedagogy in order to meet the difficulties inherent in the institution that carries that professional psychopedagogists their work activities .
The last chapter gives an account of the first with the second seeking to observe the theories and applications relevant to the educational psychologist , their training and the role of psychoanalysis in the qualification of expert and professional educational psychologist .
ABSTRACT
The purpose of this paper is to Contribute to academic elements relevant to professional training psychopedagogists . In the process of knowledge construction Became the literature seeking knowledge in the field of psychoanalysis que can be shared across processes psychopedagogists to understand the "Psyche " of learners , the people Involved in the process , parents , other educators and managers of institutions assisted by this professional expert.
So this monograph intends to add value to the training of specialist in educational psychology , Bringing Out knowledge of psychoanalysis may que Facilitate the understanding of human behavior , its traumas and other que concepts are addressed concurrently to the experiences of everyday life .
The first chapter deals with psychoanalysis , definition , its founder , its key concepts and its applicability , finally , an overview que Encompasses history , theory and training .
The second lead on the issue psychopedagogy , its theoretical and practical arguments Them among the concepts entering the difficulties and disorders and how to Recognize Them . Psychoanalysis and pedagogy in order to meet the difficulties Inherent in the institution que exerts its activity psychopedagogists professional labor .
The last chapter gives an account of the first with the second notice seeking theories and applications relevant to psychopedagogists , Their training and the Contributions of psychoanalysis in the qualification of expert and professional psychopedagogists .
ABSTRACT
El trabajo es purpose of this contribute to relevant academic elements of Vocational training for educational psychologists . En el proceso de Construcción del conocimiento en una if convirtió literature buscan el conocimiento en el campo del psychoanalysis that open cases pueden sharing between educational psychologists to understand her " psyche " de los estudiantes las personas en el proceso involucradas , los padres , these educators directors y de las instituciones asistido by el profesional expert .
Así que tiene la intención this monograph to contribute un value añadido a la formación psychology expert en la Educación , llevando el conocimiento del Cable psychoanalysis that facilitate puede la la comprensión of human conduct, trauma sus y otros fetuses that abordan simultaneously to them experiences of her everyday life .
El primer chapter deals with psychoanalysis el , la definición , founder su , sus principales y su fetuses applicability , por fin , un panorama encompassing la historia , la la y formación theory .
Cable el segundo de la cuestión Psicopedagogía , y sus STUDIES theoretical arguments , among them conceptus ellos en las difficulties that entran y y cómo reconocerlos upheavals . El psychoanalysis y la pedagogy con el fin de answer them difficulties inherent to it that Institución ejerce labor su actividad profesional educational psychologists .
El final chapter of de la cuenta con la primera second Notificación buscan theories that y aplicaciones relevant to educational psychologists , su formación y los del contributions psychoanalysis en la capacitación of experts y profesionales psicopedagogos .
INTRODUCTION
Education is a process that must be humanized , serving as a basis for further proceedings , or collaborate with the internalization of the concept of emancipation , causing the learner break exclusive paradigms of dignity , morality and knowledge that each individual brings within itself , its hidden curriculum . Therefore, the said persons "problem " with their school or social deviant that parameterize the normal performance should not be labeled but instructed to have the rights of every citizen . Within the limits of each and aggregating their qualities in conduct socio- interactionist - constructivist . According to Maria Cristina Kupfer in his book " Freud and Education " what Freud called transference can be found in an analytical context, but also in the teacher-student relationship . It is based on the analysis of this relationship that one can think about what makes a student learn. What makes you believe the teacher, allowing teaching to be effective . For overcoming educational institutions castrating , coibitivas , " achatadoras " of legend , thinking students , eager to learn , able to produce the same theories arise .
Learners who need special care , whether by neurological disorders , either by physical limitations associated with traumas that hinder their processes of teaching and learning as well as their integration into society . Need a professional monitoring in which studies that may indicate the best procedure to be performed for each situation will be made . We can quote ADHD ( Attention Deficit Hyperactivity Disorder ) , ODD ( Oppositional Defiant Disorder ) , Autism and many other problems related to human behavior and learning .
Logo is very important to establish parameters between the human being , psychological being and being social . What has to be observed to undergo the strict standards of a " perfect " otherwise , this company be struggling to relate , is set apart from society and condemned to solitude. How Educators and educational psychologists have a difficult mission which is to break that paradigm and reintegrate this population . But for this a more specialized study is needed , using the knowledge developed in various segments such as : philosophy, psychoanalysis , psychology , sociology, anthropology and many other disciplines who seek to know about the eclectic human being .
The human being is unique and as such should be studied case by case , the educational psychologist within its powers shall direct the learner to the most appropriate professional to the case of the problem he identified . Can be a psychologist , a psychiatrist , speech therapist etc. . The psychopedagogists acts preventively , acting as a mediator between the learner , the ensinante , the family of the learner and the institution in which it operates .
In view of continuous training for the improvement of the educational psychologist , using the most relevant knowledge of psychoanalysis to the school routine or the institution in which he works . Focused on human behavior , teaching and learning and the relationship difficulties, is that was the stimulating factor for the development of this work .
CHAPTER I
I.1 - HISTORY OF PSYCHO-ANALYSIS
Sigmund Freud , by the power of his work , the breadth and boldness of his speculations , revolutionized the thinking , the lives and imagination of an era ... It would be hard to find in the history of ideas , even in the history of religion, one whose influence was so ready , so vast and deep .
( Wollheim , 1971 p.IX )
Psychoanalysis is a science of the unconscious , founded by Sigmund Freud was born on May 6, 1856 in Freiberg , Moravia small town , which at that time belonged to Austria . His parents were Jewish , and it was with this cultural identity that Freud he used to be recognized over its 83 year life. When he was 4 , his family moved to Vienna, where Freud lived most of the rest of your life . In 1873 , Freud , he entered the University of Vienna to study medicine . In 1876 has work in neurology and physiology , is formed in 1881 .
The theory of repression is the cornerstone on which rests the whole structure of psychoanalysis . It is the most essential part of it and yet is nothing but the theoretical formulation of a phenomenon that can be observed as often as desired analysis is undertaken of a neorótico without resorting to hypnosis . In such cases one finds a resistance that opposes the analysis and in order to frustrate him , claims faulty memory . The use of hypnosis hid this resistance , and therefore the history of psychoanalysis itself only starts with the new technique that eliminates the hypnosis.
( Freud , ESB ., V. XIV , p.26 )
Freud in his notes highlights the importance of the stages of development of which he made the following observations :
Birth Stage = > Narcissism and primary autoerotismo ;
Regarding the choice of object in young children ( and children growing) what first noticed was that they derive their sexual objects of their experiences of satisfaction . The first autoeróticas sexual satisfactions are experienced in relation to vital functions which serve the purpose of self-preservation . The sexual instincts are at first connected to the satisfaction of the instincts of the ego , only then did they become independent of these , and even then we find an indication that the original binding in the fact that the first sexual objects of a child are people who care about their food , care and protection: in the first case , your mother or whoever replaces .
( Freud , ESB , v.XIV , p.104 )
Oral ( Pre -genital ) = > From 6 to 12 months, Breast, as the methods of incorporation of the object ( sugar ) or bite ( refute ) . The basic drive baby is only receiving food to satisfy your hunger and thirst as well be comforted . Predominates the lips and tongue , teeth bit later .
The important thing to note here is the fact that the oral , as already noted above regarding the concept phase , is not only characterized by the predominance of an area of the body , but also a mode of object relations : a incorporation .
Karl Abraham proposed in 1924 that subdividisse this phase into two : the early oral phase, characterized by the suction function , and oral- sadistic phase , characterized by the appearance of the teeth .
( Roza , 1998 p.104 )
Anal phase ( Pre -genital ) of 18 to 36 months = > Every object is likened to this fecal object that can be expelled or retained with pleasure or pain. Expulsion and separation of the object becomes the foundation of existence , the objectification of the object relative to the body .
This phase is imbued with symbolic value , especially connected to the stool . Such is the case in the meaning that lines the activity of giving and receiving and retaining connected to the expulsion of feces. It was Freud himself who, in the article " The transformations of instinct exemplified in anal erotism (1917 ) ," stressed the symbolic equivalence between feces and money .
( Roza , 1998 p.105 )
Phallic stage = > From 3 to 5 years of self -identification and early object relations ( compared with parents ) , the Oedipus complex and ego formation , sexualization of the body , conflict, penis envy ( the girl ) and fear of losing him ( the boy ) = castration anxiety , the ego despreende up of instincts (Id ) and instinctual repression which followed ( superego ) ;
Corresponds to the organization of the libido that comes after the oral and anal stages , in which there is already a preponderance of the genitals . This phase has a sexual object and some convergence of sexual impulses on this object . What fundamentally distinguishes the mature genital stage is that it recognizes the child only one genital organ .
( Roza , 1998 p.105 )
The discovery that is spayed is a decisive milestone in the growth of the girl. Then run three possible courses of development : one leads to sexual inhibition or neurosis , another modification of the character towards a masculinity complex and the third finally to normal femininity .
( Freud , 1933 , Book 29 , p.31 in ed . Bras . )
Latency = > 5 to 8 years -organization of the psychic apparatus (Id , Ego and Superego ) , Phase unconscious system is organized by repression , the ego has the function of defense and adaptation to reality , synthesizing and social thought , logical and moral fending the pleasure principle ;
Phase of Pre - puberty = > From 9 to 12 years - Return of the repressed infantile tendencies ( genital drives ) , reactivation of object choice (sexual identity ) , the libidinal object choice ;
Stage of puberty = > From 12 to 14 years - Choose ultimate object , the pursuit of love the other , or hesitations regressions of choice (sexual distress , revive the Oedipal situation , time of aggression , conflict, crisis education and discipline , first adventures loving , permanent character formation , the process of separation ( individuation ) .
Adolescence = > period between childhood and adulthood , characterized by intense growth and development manifested by striking anatomical transformations , is at this stage that teenagers begin to become aware of their sexual identities seeking to satisfy their erotic needs and interpersonal .
For Freud the majority of mental functioning goes out of consciousness , and that consciousness is rather a quality or attribute exceptional than ordinary mental functioning .
In 1885 Freud , travels to Paris to start an internship with Chacot . This will have a fundamental role in shaping the young Sigmund
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A importância da psicanálise para a formação do psicopedagogo: O estudo de conceitos de psicanálise para o entendimento das dificuldades do ensino-aprendizagem. UNIVERSIDADE CÂNDIDO MENDESPÓS-GRADUAÇÃO “LATO SENSU”PROJETO A VEZ DO MESTRE...
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UNIVERSIDADE CÂNDIDO MENDESPÓS-GRADUAÇÃO “LATO SENSU”PROJETO A VEZ DO MESTRE A importância da psicanálise para a formação do psicopedagogo:O estudo de conceitos de psicanálise para o entendimento das dificuldades do ensino-aprendizagem.Por:...
- Resumo-abstract-resumen-.parte Integrante Da Monografia Do Professor José Luiz Teixeira Da Silva
RESUMO O intuito deste trabalho acadêmico é contribuir com elementos pertinentes a formação do profissional Psicopedagogo. Nesse processo de construção do conhecimento fez-se uma pesquisa bibliográfica buscando saberes na área da psicanálise...
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INNOVATIVE EDUCATION EDUCATION is an essentially human process . When dealing with human beings we have to take into account their feelings , their state of mind . It is not enough to know...
Aprendizado
The importance of psychoanalysis to the formation of psychopedagogists
The importance of psychoanalysis to the formation of psychopedagogists
Candido Mendes University
GRADUATE " sensu lato "
PROJECT TIME MASTER
The importance of psychoanalysis to the formation of psychopedagogists :
The study of concepts of psychoanalysis to the understanding of the difficulties of teaching and learning .
By José Luiz Teixeira da Silva
leader
Prof . Dr. Carlos Alberto Barros Cherry
Rio de Janeiro
2006
Candido Mendes University
GRADUATE " sensu lato "
PROJECT TIME MASTER
The importance of psychoanalysis to the formation of psychopedagogists :
The study of concepts of psychoanalysis to the understanding of the difficulties of teaching and learning .
Presentation of the monograph Universidade Cândido Mendes as a partial requirement for the degree of specialization in educational psychology .
By José Luiz Teixeira da Silva
Rio de Janeiro
July/2006
THANKS
The pessos all who contributed to the advancement of this research , sometimes encouraged , sometimes indicating book, articles, finally giving suggestions . To friends and especially to God because without vital spiritual force and this would be much less academic work that is because what good is knowledge without love ?
title
" The unconscious is structured like a language . "
( Mannoni , 1976 p.53 )
DEDICATION
I dedicate this to all academic work with people longing to know prepared , structured and extremely human. My teachers that underpinned my knowledge , my classmates because it was the interaction with them is that I could learn while exchanging information , ideas and ideals that I hope to share with others throughout my life .
ABSTRACT
The purpose of this paper is to contribute to the academic elements relevant to professional training psychopedagogists . In this process of knowledge construction became a literature seeking knowledge in the field of psychoanalysis that can be shared across processes psychopedagogists to understand the " Psyche " of learners , people involved in the process ; parents, other educators and managers of institutions assisted by this professional expert.
Therefore this monograph proposes to add value to the training of specialist educational psychology , bringing out knowledge about psychoanalysis that may facilitate the understanding of human behavior , its traumas and other concepts that will be covered cumulatively to everyday experiences .
The first chapter deals with psychoanalysis , definition, its founder , its key concepts and its applicability , finally , an overview that encompasses history, theory and training .
The second will involve psychoeducation on the subject , its theoretical arguments and practices among them the concepts entering the difficulties and disorders and how to recognize them . Psychoanalysis and pedagogy in order to meet the difficulties inherent in the institution that carries that professional psychopedagogists their work activities .
The last chapter gives an account of the first with the second seeking to observe the theories and applications relevant to the educational psychologist , their training and the role of psychoanalysis in the qualification of expert and professional educational psychologist .
ABSTRACT
The purpose of this paper is to Contribute to academic elements relevant to professional training psychopedagogists . In the process of knowledge construction Became the literature seeking knowledge in the field of psychoanalysis que can be shared across processes psychopedagogists to understand the "Psyche " of learners , the people Involved in the process , parents , other educators and managers of institutions assisted by this professional expert.
So this monograph intends to add value to the training of specialist in educational psychology , Bringing Out knowledge of psychoanalysis may que Facilitate the understanding of human behavior , its traumas and other que concepts are addressed concurrently to the experiences of everyday life .
The first chapter deals with psychoanalysis , definition , its founder , its key concepts and its applicability , finally , an overview que Encompasses history , theory and training .
The second lead on the issue psychopedagogy , its theoretical and practical arguments Them among the concepts entering the difficulties and disorders and how to Recognize Them . Psychoanalysis and pedagogy in order to meet the difficulties Inherent in the institution que exerts its activity psychopedagogists professional labor .
The last chapter gives an account of the first with the second notice seeking theories and applications relevant to psychopedagogists , Their training and the Contributions of psychoanalysis in the qualification of expert and professional psychopedagogists .
ABSTRACT
El trabajo es purpose of this contribute to relevant academic elements of Vocational training for educational psychologists . En el proceso de Construcción del conocimiento en una if convirtió literature buscan el conocimiento en el campo del psychoanalysis that open cases pueden sharing between educational psychologists to understand her " psyche " de los estudiantes las personas en el proceso involucradas , los padres , these educators directors y de las instituciones asistido by el profesional expert .
Así que tiene la intención this monograph to contribute un value añadido a la formación psychology expert en la Educación , llevando el conocimiento del Cable psychoanalysis that facilitate puede la la comprensión of human conduct, trauma sus y otros fetuses that abordan simultaneously to them experiences of her everyday life .
El primer chapter deals with psychoanalysis el , la definición , founder su , sus principales y su fetuses applicability , por fin , un panorama encompassing la historia , la la y formación theory .
Cable el segundo de la cuestión Psicopedagogía , y sus STUDIES theoretical arguments , among them conceptus ellos en las difficulties that entran y y cómo reconocerlos upheavals . El psychoanalysis y la pedagogy con el fin de answer them difficulties inherent to it that Institución ejerce labor su actividad profesional educational psychologists .
El final chapter of de la cuenta con la primera second Notificación buscan theories that y aplicaciones relevant to educational psychologists , su formación y los del contributions psychoanalysis en la capacitación of experts y profesionales psicopedagogos .
INTRODUCTION
Education is a process that must be humanized , serving as a basis for further proceedings , or collaborate with the internalization of the concept of emancipation , causing the learner break exclusive paradigms of dignity , morality and knowledge that each individual brings within itself , its hidden curriculum . Therefore, the said persons "problem " with their school or social deviant that parameterize the normal performance should not be labeled but instructed to have the rights of every citizen . Within the limits of each and aggregating their qualities in conduct socio- interactionist - constructivist . According to Maria Cristina Kupfer in his book " Freud and Education " what Freud called transference can be found in an analytical context, but also in the teacher-student relationship . It is based on the analysis of this relationship that one can think about what makes a student learn. What makes you believe the teacher, allowing teaching to be effective . For overcoming educational institutions castrating , coibitivas , " achatadoras " of legend , thinking students , eager to learn , able to produce the same theories arise .
Learners who need special care , whether by neurological disorders , either by physical limitations associated with traumas that hinder their processes of teaching and learning as well as their integration into society . Need a professional monitoring in which studies that may indicate the best procedure to be performed for each situation will be made . We can quote ADHD ( Attention Deficit Hyperactivity Disorder ) , ODD ( Oppositional Defiant Disorder ) , Autism and many other problems related to human behavior and learning .
Logo is very important to establish parameters between the human being , psychological being and being social . What has to be observed to undergo the strict standards of a " perfect " otherwise , this company be struggling to relate , is set apart from society and condemned to solitude. How Educators and educational psychologists have a difficult mission which is to break that paradigm and reintegrate this population . But for this a more specialized study is needed , using the knowledge developed in various segments such as : philosophy, psychoanalysis , psychology , sociology, anthropology and many other disciplines who seek to know about the eclectic human being .
The human being is unique and as such should be studied case by case , the educational psychologist within its powers shall direct the learner to the most appropriate professional to the case of the problem he identified . Can be a psychologist , a psychiatrist , speech therapist etc. . The psychopedagogists acts preventively , acting as a mediator between the learner , the ensinante , the family of the learner and the institution in which it operates .
In view of continuous training for the improvement of the educational psychologist , using the most relevant knowledge of psychoanalysis to the school routine or the institution in which he works . Focused on human behavior , teaching and learning and the relationship difficulties, is that was the stimulating factor for the development of this work .
CHAPTER I
I.1 - HISTORY OF PSYCHO-ANALYSIS
Sigmund Freud , by the power of his work , the breadth and boldness of his speculations , revolutionized the thinking , the lives and imagination of an era ... It would be hard to find in the history of ideas , even in the history of religion, one whose influence was so ready , so vast and deep .
( Wollheim , 1971 p.IX )
Psychoanalysis is a science of the unconscious , founded by Sigmund Freud was born on May 6, 1856 in Freiberg , Moravia small town , which at that time belonged to Austria . His parents were Jewish , and it was with this cultural identity that Freud he used to be recognized over its 83 year life. When he was 4 , his family moved to Vienna, where Freud lived most of the rest of your life . In 1873 , Freud , he entered the University of Vienna to study medicine . In 1876 has work in neurology and physiology , is formed in 1881 .
The theory of repression is the cornerstone on which rests the whole structure of psychoanalysis . It is the most essential part of it and yet is nothing but the theoretical formulation of a phenomenon that can be observed as often as desired analysis is undertaken of a neorótico without resorting to hypnosis . In such cases one finds a resistance that opposes the analysis and in order to frustrate him , claims faulty memory . The use of hypnosis hid this resistance , and therefore the history of psychoanalysis itself only starts with the new technique that eliminates the hypnosis.
( Freud , ESB ., V. XIV , p.26 )
Freud in his notes highlights the importance of the stages of development of which he made the following observations :
Birth Stage = > Narcissism and primary autoerotismo ;
Regarding the choice of object in young children ( and children growing) what first noticed was that they derive their sexual objects of their experiences of satisfaction . The first autoeróticas sexual satisfactions are experienced in relation to vital functions which serve the purpose of self-preservation . The sexual instincts are at first connected to the satisfaction of the instincts of the ego , only then did they become independent of these , and even then we find an indication that the original binding in the fact that the first sexual objects of a child are people who care about their food , care and protection: in the first case , your mother or whoever replaces .
( Freud , ESB , v.XIV , p.104 )
Oral ( Pre -genital ) = > From 6 to 12 months, Breast, as the methods of incorporation of the object ( sugar ) or bite ( refute ) . The basic drive baby is only receiving food to satisfy your hunger and thirst as well be comforted . Predominates the lips and tongue , teeth bit later .
The important thing to note here is the fact that the oral , as already noted above regarding the concept phase , is not only characterized by the predominance of an area of the body , but also a mode of object relations : a incorporation .
Karl Abraham proposed in 1924 that subdividisse this phase into two : the early oral phase, characterized by the suction function , and oral- sadistic phase , characterized by the appearance of the teeth .
( Roza , 1998 p.104 )
Anal phase ( Pre -genital ) of 18 to 36 months = > Every object is likened to this fecal object that can be expelled or retained with pleasure or pain. Expulsion and separation of the object becomes the foundation of existence , the objectification of the object relative to the body .
This phase is imbued with symbolic value , especially connected to the stool . Such is the case in the meaning that lines the activity of giving and receiving and retaining connected to the expulsion of feces. It was Freud himself who, in the article " The transformations of instinct exemplified in anal erotism (1917 ) ," stressed the symbolic equivalence between feces and money .
( Roza , 1998 p.105 )
Phallic stage = > From 3 to 5 years of self -identification and early object relations ( compared with parents ) , the Oedipus complex and ego formation , sexualization of the body , conflict, penis envy ( the girl ) and fear of losing him ( the boy ) = castration anxiety , the ego despreende up of instincts (Id ) and instinctual repression which followed ( superego ) ;
Corresponds to the organization of the libido that comes after the oral and anal stages , in which there is already a preponderance of the genitals . This phase has a sexual object and some convergence of sexual impulses on this object . What fundamentally distinguishes the mature genital stage is that it recognizes the child only one genital organ .
( Roza , 1998 p.105 )
The discovery that is spayed is a decisive milestone in the growth of the girl. Then run three possible courses of development : one leads to sexual inhibition or neurosis , another modification of the character towards a masculinity complex and the third finally to normal femininity .
( Freud , 1933 , Book 29 , p.31 in ed . Bras . )
Latency = > 5 to 8 years -organization of the psychic apparatus (Id , Ego and Superego ) , Phase unconscious system is organized by repression , the ego has the function of defense and adaptation to reality , synthesizing and social thought , logical and moral fending the pleasure principle ;
Phase of Pre - puberty = > From 9 to 12 years - Return of the repressed infantile tendencies ( genital drives ) , reactivation of object choice (sexual identity ) , the libidinal object choice ;
Stage of puberty = > From 12 to 14 years - Choose ultimate object , the pursuit of love the other , or hesitations regressions of choice (sexual distress , revive the Oedipal situation , time of aggression , conflict, crisis education and discipline , first adventures loving , permanent character formation , the process of separation ( individuation ) .
Adolescence = > period between childhood and adulthood , characterized by intense growth and development manifested by striking anatomical transformations , is at this stage that teenagers begin to become aware of their sexual identities seeking to satisfy their erotic needs and interpersonal .
For Freud the majority of mental functioning goes out of consciousness , and that consciousness is rather a quality or attribute exceptional than ordinary mental functioning .
In 1885 Freud , travels to Paris to start an internship with Chacot . This will have a fundamental role in shaping the young Sigmund
loading...
- A Importância Da Psicanálise Para A Formação Do Psicopedagogo: O Estudo De Conceitos De Psicanálise Para O Entendimento Das Dificuldades Do Ensino-aprendizagem.
A importância da psicanálise para a formação do psicopedagogo: O estudo de conceitos de psicanálise para o entendimento das dificuldades do ensino-aprendizagem. UNIVERSIDADE CÂNDIDO MENDESPÓS-GRADUAÇÃO “LATO SENSU”PROJETO A VEZ DO MESTRE...
- A Importância Da Psicanálise Para A Formação Do Psicopedagogo: O Estudo De Conceitos De Psicanálise Para O Entendimento Das Dificuldades Do Ensino-aprendizagem.
UNIVERSIDADE CÂNDIDO MENDESPÓS-GRADUAÇÃO “LATO SENSU”PROJETO A VEZ DO MESTRE A importância da psicanálise para a formação do psicopedagogo:O estudo de conceitos de psicanálise para o entendimento das dificuldades do ensino-aprendizagem.Por:...
- Resumo-abstract-resumen-.parte Integrante Da Monografia Do Professor José Luiz Teixeira Da Silva
RESUMO O intuito deste trabalho acadêmico é contribuir com elementos pertinentes a formação do profissional Psicopedagogo. Nesse processo de construção do conhecimento fez-se uma pesquisa bibliográfica buscando saberes na área da psicanálise...
- The Importance Of The Psychoanalytic Theory Of Sigmund Freud For The Formation Of The Educational Psychologist .
The importance of the psychoanalytic theory of Sigmund Freud for the formation of the educational psychologist . It is essential for the professional educational psychologist expert...
- Innovative Education
INNOVATIVE EDUCATION EDUCATION is an essentially human process . When dealing with human beings we have to take into account their feelings , their state of mind . It is not enough to know...