Dissertações em Psicologia (Mestrado) - PPGP/IFCH
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2330
O Mestrado Acadêmico iniciou-se em 2005 e pertence ao Programa de Pós-Graduação em Psicologia (PPGP) do Instituto de Filosofia de Ciências Humanas (IFCH) da Universidade Federal do Pará (UFPA).
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Navegando Dissertações em Psicologia (Mestrado) - PPGP/IFCH por Orientadores "MÉLLO, Ricardo Pimentel"
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Item Acesso aberto (Open Access) Homens no cenário da Lei Maria da Penha: entre (des)naturalizações, punições e subversões(Universidade Federal do Pará, 2008) LIMA, Maria Lúcia Chaves; MÉLLO, Ricardo Pimentel; http://lattes.cnpq.br/9026097374517495This work intended to study the place occupied by men in the context of violence against women - more precisely on nowadays scene placed by Maria da Penha law. This law brings several modifications concerning the strategies to “combat” violence against women. The most commented one is the severity when punishing those considered “aggressors”. In order to do that, learning the possible conceptions about men that circulate in this recent context, two fundamental steps were taken. The first one consisted of making a list of all the services provided in cases of violence against women at the city of Belém, Brazil. That was a moment on which we noticed the lacking of any service concerning the men involved in violence situation. Once Women's Police Station has presented itself as the most important reference about the subject at Belém, we began the second part of this research, which was divided on three methodological strategies: observation of its everyday life and interviews with its employees and people that used to go there. The information obtained showed that although Women's Police Station is a place that intends to give support to those that look for help, it reveals itself a violent ambient, something exemplified either by its architecture and by the kind of service provided there. Besides, it was possible to apprehend some suggestive conceptions of those men (and women) usually presented there. The main point of our discussion refers to a new naturalization of men that commit violence against woman: from a violent “essence” to a violent socialization. Here, although the people interviewed consider these men as products of a “sexist education”, they indicate prison as the adequate punishments in those cases. On the other hand, once prison is recognized as incapable of promoting “positive” changes, it is recommended to add some psychological treatment. It is possible to realize that there is a “treatment” speech about these men that tries to “regenerate” them and lately give them “back to society”. Nevertheless, we consider that this approach only increases the intolerance against men that commit violence, once it stigmatizes them as the part of society that must be cured, formatted and lately “given back”. In conclusion, more than a “treatment” we propose the creation of a space of listening that can put in check the certainties about the type of gender relations that produce and maintain situations of violence against women.Item Acesso aberto (Open Access) Modos de subjetivação e estratégias de governamentalidade: a constituição de um "sujeito infrator" nas tramas de um dispositivo jurídico(Universidade Federal do Pará, 2009) SILVA, Alyne Alvarez; MÉLLO, Ricardo Pimentel; http://lattes.cnpq.br/9026097374517495This work had as the goal to glimmer the modes of subjectivation, present on the complex relationship of know-can of a legal contrivance, able to create a specific category of person: the subject infringer. According to Foucault (1997), the modes of subjectivation are the processes through which we become subject, that is, the means by which we are caught by the relationship of forces involved in the process of production of subjectivities. Therefore, certain knowledge and techniques present in several contrivances to which we connect or are connected - are considered modes that subjective us, causing-in and constituting-in as they act like normative types and way to be. To understand part of the speeches about the "subject infringer" and practices that act on it, as part of the forces that is, can be a way to provoke any type of cleft in the legal contrivance that insists in justify its action on behalf of a speech "protection" and "recovery" .If it is not possible to think in modes of subjectivation without linking them to the government issue, we ask from a genealogical study, practices of know-can-subjectivation present in the dossier of an adolescent in fulfillment of Socio-Educational Measure Hospitalization. To understand the modes of subjectivation as governmental strategies, confront a set of techniques - disciplinary, regulations and practices of themselves - and some of knowledge considered legitimate that gives a fundamental structure. The binary divisions produced by disciplinary instruments constitute the "abnormal" – in this case, the "subject infringer" –, to the detriment of what is considered to be "normal" – the "subject citizen", in which they wish to make-so. Thus, we seek through several techniques that adolescents hospitalized, separated of the desired "normality" and "identified" to the speeches that focus on the "infringer", become easy targets of the government techniques formed especially to deal with this category of people. Finally we see that, to justify the imprisonment of young people, the supposed function to recover the "deviations" conceals the tone punitive measure Socio-Educational of internment and lift a supposed corrective-educational character, which still exist as the main against "criminals" that the is legal contrivance constitutes.Item Acesso aberto (Open Access) A produção de sentidos sobre incluir - excluir(Universidade Federal do Pará, 2007) LUNA, Carla Solange Azevedo de; MÉLLO, Ricardo Pimentel; http://lattes.cnpq.br/9026097374517495The School Inclusion is a teaching technique defined by the educational speech as the new approach in regular school – concerning the actions taken to benefit the social integration and the heterogeneous practices that attend the special education needs of the handicap. This study seeks to understand the circumstances of its constitution placing the inclusion movement as a social construction, negotiated amongst people’s relationships that make its accomplishment possible. The aim of the research – through the discursive practices – is to understand the notions of the inclusion that teachers of elementary schools from 02 (two) public institutions make them spread their promoting speeches of such pedagogic practices as well as their contradictions and ruptures on the public official documents speeches. For that reason, they adopt a critical questioning over the institutionalizations which becomes natural as the process is applied, aligned to the perspective of the Discursive Practices and the Production of Senses as a possibility for understanding how people apply certain notions, versions of how people explain the world and their position upon social relations – resulting in further daily consequences. Such investigation has been done in 02 (two) public elementary schools, and in each of them there was a Conversation Circle including 04 (four) teachers whose classrooms contained mentally handicapped people. The entire discursive content has been analyzed by the assistance of the Dialogical Maps strategy, which permits to visualize the dialogical inter-animation, the conversation flow/stream, the uniqueness in the production of meanings about inclusion/exclusion in the schools studied; evidencing the results of the process for implementing the inclusive education. Among teachers’ speeches – different from the official speeches explicit in documents which defines the school inclusion as a teaching technique that seeks academic advancements as well as acknowledgment of rights – was noted that, to include means to uphold the handicapped child socializing him/her along with the so-called ordinary children. The researchers establish another goal for those children at school, substituting it, prioritizing school education. Such action can be pointed as the last alternative upon the difficulties for assuring the academic competencies, inscribing as a repairing position by the teachers’ side, who seek “to expire” a historic debt by the damages caused by the social exclusion. For that, the school position is questioned, because if it does not develop necessary competencies and abilities for the development of handicapped children either maturerationally or academic, do not fulfill its social function to educate and do not achieve the so-called inclusion. The participants of the research say that is in life that those children improve learning, as if one hungry for knowledge was broken apart from school and viceversa. Therefore, by those arguments, they point out that schools are excluding more rather than including. Furthermore, this research highlights that inclusive education approaches may be understood as knowledge and power network trade, which makes public policies work and pedagogic proposals, as mechanisms of social control.