Teses em Psicologia (Doutorado) - PPGP/IFCH

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/8823

O Doutorado Acadêmico iniciou-se em 2014 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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Agora exibindo 1 - 7 de 7

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“Eu rezo e tomo meus banhos de ervas” narrativas ribeirinhas de padecimento e cuidado em saúde mental na Ilha do Combu – Belém/ Pará
(Universidade Federal do Pará, 2024-08-28) SANTOS, Cinthia de Castro; BELLOC, Márcio Mariath; http://lattes.cnpq.br/1570092596184654; https://orcid.org/0000-0003-0928-7557
This doctoral thesis in psychology is based on the interest in understanding the interaction processes involved in the experiences of illness and care in mental health, in riverside communities on Combu Island, located in the city of Belém do Pará, which build the repertoire of narratives of the explanatory models of illness and care. When the illness is seen only from the biological side, when there is no recognition of the meanings in a broad way for the users and their family members, there is an interference in the recognition of problems that can be disturbing, but potentially treatable in the user's way of life. Illness is polysemic, experiences are varied and therefore it is worth examining each of the senses, both from a clinical and anthropological perspective. Thus, the interpretation of what illness is can also contribute to more effective care work within a territorial logic. In accordance with the assumptions of medical anthropology, it was decided to use the term “illness”, as we refer to the popular understanding and experience of illness and/or suffering, as indicated by the definition of illness. Another concept that we will also use throughout the work is that of explanatory models, understood by the ways in which a health/illness/care process is scientifically and popularly understood, including forms of prevention, treatment, control, relief or cure of a certain condition. The work gives visibility to the ways of understanding, explaining and caring for issues related to mental health in this community, and through the narratives of the community itself and participant observation, it seeks to understand how these understandings were constructed. Knowing what is in place and entering the field of what is not in place. Thus, the study begins with a question: how do the processes that result from the experience of illness and mental health care occur in these riverside communities? Recognizing and allowing mediation between technical, popular and traditional knowledge helps us understand the therapeutic itineraries followed by a certain population. Ethnography called us to immerse ourselves in the field of research, to experience the field and be with the research subjects, establishing a relationship with the subjects so that we could enable them to play a leading role in the process. As a result of this study, we identified that suffering models and self-care practices in mental health in the riverside community were constructed from personal and group experiences that were passed down from generation to generation of families of quilombola and indigenous origins, in addition to biomedical practices. The effects of enchantments are also present and the narratives are permeated by the knowledge of the psychiatric institution, with a double possibility of explaining the illness located between madness and mysticism, in addition to a lofty influence of neo-Pentecostal religions in the narratives of illness and self-care. Would it be a narrative that is repeated and retold about the colonization of the life history of the traditional communities of this territory? With this, we propose a reflection on the intervention in riverside explanatory models carried out both by the hegemonic biomedical model and by neo-Pentecostal Christian religious practices.
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Finitude e morte: o “ser-para-a-morte” de Heidegger como limite e horizonte da compreensão humana
(Universidade Federal do Pará, 2024-02-27) BRAGA, Arnin Rommel Pinheiro; SEIBT, Cezar Luis; http://lattes.cnpq.br/7464213317216078; https://orcid.org/0000-0003-0166-0919
This research revolves around the question of a more experiential understanding of human existence from the perspective of finitude. Assuming that every human understanding of oneself, others, and the world around us arises not only – and exclusively – from reason but also – and fundamentally – from all its vital, historical, and cultural aspects that constitute finite human existence and its world of relationships, this research will focus on the analysis of the human reality that presents itself as the most evident index of finitude: death. For this, we will employ the phenomenology-hermeneutics of the German philosopher Martin Heidegger (1889-1976). In this approach, the author seeks a "return to the things themselves," meaning that he does not aim to define the phenomenon in pre-existing categories already taken as evident. Instead, he primarily seeks to approach the phenomenon from the most experiential and original level as it reveals itself and is perceived by us. In this sense, through phenomenology-hermeneutics, Heidegger suggests that human existence reveals itself fundamentally as Dasein, or "being-there”. Once in existence, Dasein already reveals itself as a "being-towards-death”. Its existence unfolds within the bounds of temporality and mortality. Death, in turn, is not a reality external to the existence of Dasein, as if it came from outside and visited it at a certain moment in its life. Instead, death, as an intrinsic reality to the existence of Dasein, is the most certain, irremissible, and insurmountable possibility. Therefore, death reveals itself as a unique reality for each Dasein, and through it, existence always shows itself as an increasingly personal reality. Therefore, this research posits the hypothesis that death – understood within the framework of "being-towards-death" – unveils and releases a more authentic understanding of human existence. This understanding does not generalize or define existence based on pre-existing concepts but rather starts from human existence itself at its most personal and experiential level. "Being-towards-death" reveals that human existence can never be confined within a preconceived conceptual framework but always manifests as a possible, open, unique reality, and, most importantly, as an increasingly personal reality. Based on this, we believe that by reclaiming the finite ground of human existence through the understanding of "being-towards-death," we can once again bring available psychologies – and the psychologist's practice in the clinical setting – to the mode of being in human existence that is most inherent: being open to possibilities and the human characteristic of not closing oneself off to determinisms that can cause suffering. We think that by reclaiming this finite ground often concealed by the conception of a self-sufficient "thinking subject", human existence can be experienced in a more dynamic, historical, open, and responsible manner. Contemplating death and finitude restores in the human being an attitude of responsibility toward life—a life that is open and always possible, constructing and deconstructing itself, where the human being is continually compelled to "gain oneself or lose oneself”.
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História da disciplina Psicologia da Educação no Piauí na formação inicial de professores: das Escolas Normais às licenciaturas em Pedagogia
(Universidade Federal do Pará, 2024-05-29) SILVA, Ellery Henrique Barros da; NEGREIROS, Fauston; http://lattes.cnpq.br/6286677749065869
The thesis aims to investigate the discipline of Educational Psychology in initial teacher training, from the first Normal Schools in the 1930s to the Pedagogy degree courses in public institutions in the State of Piauí in the second decade of the 20th century. XXI. Thus, the following specific objectives emerged: to analyze the interface of Psychology and Education as a subject in teacher training in the first Normal Schools of Piauí in the 1930s; describe the historical path, training and trajectory of pioneering teachers when teaching the subject Educational Psychology in Pedagogy Degree courses in the second decade of the 20th century. XXI; to find out from the curriculum in undergraduate courses in Pedagogy in public institutions in the State of Piauí how the subjects dealing with Educational Psychology are worked on. The theoretical foundation covered the following axes: History of Educational Psychology; History of Brazilian Education; Teacher training. The method is a qualitative approach, exploratory-descriptive, inspired by the perspective of historiography and oral history. Thus, it was composed of documentary sources: curricula, pedagogical plans and school activities from the first Normal Schools in Piauí; Pedagogical Projects for Courses/PPCs of the Degree in Pedagogy courses at public universities in the State of Piauí; and oral sources: oral testimonies from pioneering teachers of the Educational Psychology discipline. The instruments used were: cards to identify historiographic documents; sociodemographic questionnaire; and semi-structured interview script. The results of the thesis are presented and analyzed in three studies and revealed that: i) during the operation of Normal Schools in the State of Piauí, from the 1930s to 1990, the discipline Educational Psychology presented a conception of schooling and educational practice based on in cognitivism, inspired by a biological model, with naturalizing, reductionist psychological applications and with medicalizing and pathologizing practices regarding learning and human development, focused especially on issues of intelligence and conduct, with a strong tendency to hold students, their families and teachers for school failure; ii) in the investigation with university professors who were pioneers in the teaching of Educational Psychology in the state of Piauí, their statements revealed a predominance since the 1970s and 1980s of a psychological science to train teachers based on the diagnostic character and explanations around the non subject's learning, attributing students' performance to herodological issues. The focus of the training was marked by the search for explanations about the so-called “learning difficulties” based on individual differences. This understanding about the role of the discipline lasted in subsequent decades, until more comprehensive discussions about new studies in Educational Psychology, which began to emerge in the first decade of the 2000s, with the creation and participation of teachers in study and research centers. facing the area. Nevertheless, the focus of teacher training and educational practice continued to be predominantly on the psychoeducational dimension of the practice, while the psychosocial dimension remained incipient; iii) In the syllabi of the Educational Psychology discipline in Pedagogy degree courses, the presence of studies in the field of theories of learning and human development, subjectivity, disorders, disorders and learning difficulties and pedagogical practices was verified; having a cognitivist, positivist, constructivist and pragmatic perspective in the dominant sense in the syllabi. Furthermore, among the main references, a greater predominance of foreign authors stood out, as well as studies by Brazilian authors, however, in both cases they reproduce American and European theories, that is, there is literature that does not discuss from of the Brazilian, Northeastern and, above all, Piauí reality. In summary, considering the historiographical analysis of the Educational Psychology discipline in Piauí, it was revealed that there were subtle changes and solid conservations. This highlights the importance of designing a curriculum for this discipline that is in tune with the history and culture of each social context. Furthermore, promote training that stimulates reflection and criticality through psychoeducational practices directly integrated into the psychosocial aspects of the student, the community and the school floor, aiming at human development and citizenship formation, encouraging their emancipation and contributing to social transformation . The need to expand authorial studies and research is also evident, especially in the educational reality of Piauí.
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Historiografia da psicologia escolar e educacional no Piauí: do pioneirismo na década de 1990 aos primeiros serviços da segunda década do século XXI
(Universidade Federal do Pará, 2024-05-31) CARVALHO, Leilanir de Sousa; NEGREIROS, Fauston; http://lattes.cnpq.br/6286677749065869
It is essential to delve into the memories of school and educational psychology in the state of Piauí, to analyze, reveal, and collectively reconstruct a history permeated by gaps, with long periods, and significant scarcity of written records and productions about this field, as previous studies on this historical-cultural context indicate (Negreiros, Silva, Rocha, Silva, Fonseca, Carvalho & Oliveira, 2021; Candeira, Carvalho & Negreiros, 2020). Therefore, this doctoral thesis investigated the historiography of school and educational psychology in Piauí, from the work of psychology pioneers in the state, through the first undergraduate courses that provide training for school psychologists, to the first psychology services in the education sector, and up to the present day, exploring how school and educational psychology have evolved in the state. From this, the specific objectives emerged: to identify the pioneer professionals of school psychology established in the state, tracing the history of the psychologist's insertion into educational contexts, the repercussions of this role from its inception to its impact on current practices in the Piauí context; to analyze the development of courses focusing on school and educational psychology in the pioneering undergraduate psychology programs in Piauí, as well as their contribution to the training of psychologists; to identify the first school psychology services established in Piauí, the experiences, and strategies adopted by professionals; to examine the transformations in the psychologist's role in the educational field, the main demands, and needs of the area in the state. The research was a historiographical study, qualitative, exploratory-descriptive in nature, utilizing intramethod triangulation with the use of methodological techniques to access oral and documentary historical sources: individual in-depth interviews through thematic oral history - pioneering psychology professionals in educational contexts in the state; documentary research - Pedagogical Political Projects/PPCs; focus group - composed of professionals from public and private school psychology services. Data collection instruments included: sociodemographic and professional data questionnaire, forms for identifying historiographical documents, and semi-structured interview guides. For the analysis and discussion of research products, three chapters were organized in the format of scientific articles, revealing the following results: i) In the 1980s, the entry of psychology professionals into Piauí occurred mainly through integration into educational services of the Education Departments and in the provision of private school services, predominantly following individualized clinical models. In the 1990s, there was a significant change with the introduction of a more progressive and critical psychology in the school community, driven by the expansion of the School and Educational Psychologist (PEE) profession in the state, as a result of the creation of the first psychology courses and the provision of intern services, after 1998. The second decade of the 2000s was characterized by the implementation of public policies emphasizing the decentralization of psychology services in the state capital, guided by technical references from the Federal Psychology Council and local scientific productions recognized by competitions and selections of the State Department of Education; ii) The pedagogical political projects of the pioneering and current psychology courses, revealing the contribution of school and educational psychology to professional practice, emphasizing the importance of theoretical dialogue between psychology and pedagogical practice. However, there is still a lack of critical and updated approach in theoretical disciplines in psychology courses in Piauí, especially regarding the understanding of the school's role, critical and psychosocial analysis of emerging demands in the educational context, and involvement with the school community; iii) The inaugural services of school psychology in Piauí, which began later compared to other Brazilian states, had its initial practices in the private sphere and later establishment in the public sector through the implementation of federal and state educational policies. The main educational demands were related to learning processes, mental health, and social vulnerability complaints. It also reveals the importance of psycho-management and the transformation of professional practices, although there is a predominance of seeking individual sessions, influenced by the critical movement in school psychology and the perspective of historical-cultural psychology in the theoretical background of professionals. Finally, the thesis argues that the history of School and Educational Psychology in Piauí had movements and transformations initially embraced by private educational institutions and subsequently consolidated and expanded in the public network, through greater involvement in struggles for rights, access, and permanence in Basic and Higher Education, through educational public policies and public competitions. Thus, a significant product of the impact of the insertions of higher education psychology courses in the state, and the repercussions of field activities in basic and professionalizing internships in the area of School and Educational Psychology, considering all local potentials and vulnerabilities, in the face of the exclusionary, competitive, and socially unequal scenario that the Brazilian educational system has become over the years.
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Modos de subjetivação de adolescentes ‘incorrigíveis’ pelo UNICEF no Brasil em projetos de aceleração da aprendizagem na distorção idade-série
(Universidade Federal do Pará, 2024-05-27) MESQUITA, Marcelo Ribeiro de; LEMOS, Flávia Cristina Silveira; http://lattes.cnpq.br/8132595498104759; https://orcid.org/0000-0003-4951-4435
The object of this research is the age-grade distortion for the United Nations Children's Fund (UNICEF) as an issue that becomes an abnormality in the society of performance and information. Thus, as a study problem, the theme treated as the object of this study has in view the uniqueness of the cases that include students “to be corrected” perceived not as subjects, but as data and investments historically manufactured as products of knowledge/power relations constituted from the hegemony of school education in modernity and the sciences that serve as a theoretical substrate. Question: How does UNICEF monitor what it calls age-grade distortion? How does UNICEF create the notion of abnormality from the schooling process articulated to the notion of development of children and adolescents through the chronological idea linked to performance? The thesis states that UNICEF, in Brazil, acts in the policies of acceleration of learning in Brazil in the correction of the school flow and produces effects in the subjectivity of the students seen as bodies "to be corrected" in an ageist way in Pará. The methodology is the genealogy from Michel Foucault and the documentary research of Cultural History. The general objective is to problematize and investigate the modes of subjectivation in UNICEF publications and their reverberations in the implementation of learning acceleration projects. The specific objectives: to scrutinize the daily life of the “incorrigibles” in the acceleration project implemented in the state of Pará, as well as the education professionals involved and question how the knowledge and practices that made possible the invention of the student with age-grade distortion in educational public policies for UNICEF. Among the results, it is possible to state that UNICEF, despite being concerned with the right of children and adolescents to education, ends up carrying out a process of ageist classification in relation to the schooling process.
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A relação cuidador-bebê e os vínculos precários de uma sociedade líquida
(Universidade Federal do Pará, 2024-02-28) SILVA, Luan Sampaio; PEDROSO, Janari da Silva; http://lattes.cnpq.br/4096274367867186; http://orcid.org/0000-0001-7602-834X
In contemporary times, we live in a time in which human relationships are increasingly fragile and inconsistent. Human beings, devoid of empathy, do not acquire the ability to genuinely care about the social and loving relationships they establish. This phenomenon is referred to by Bauman as “liquid modernity”. Despite describing the social phenomenon, it does not offer an answer, from a psychic point of view, about the reasons why people do not involve themselves emotionally in their relationships. The objective of this work is to analyze, in an interpretative way, the relationship between the caregiver and the baby and the fragility of human bonds from the perspective of the theory of personal maturation, developed by Winnicott. The psychoanalyst discusses the caregiver-baby relationship and the implications of this dyadic relationship in the formation of everyone’s personality by proposing his own knowledge called “Maturation Theory”, in which the baby’s developmental path in relation to his or her care environment is described. The propositions surrounding this theory will serve as the basis for the investigations and discussions in this thesis, in conjunction with studies by other psychoanalytic authors. Regarding the research methodology, it is composed of two stages: the first comprises the bibliographical review of some of the main classic works written by Bauman, Winnicott, among other psychoanalytic theorists, which addressed the construction and weaknesses of social bonds in the caregiverbaby interaction. In the second stage, the psychoanalytic-interpretive method will be adopted through the analysis of the film (directed by Lynne Ramsay) and fragments of the book (by Lionel Shriver) of the same name: “We need to talk about Kevin” (2011), with emphasis on the character Kevin and his environment/care network. The thesis is that liquid modernity and the fragility of social ties are a macrosocial phenomenon, composed of several microsocial phenomena that point to “environmental failures” in different spheres, but which, in a micro way, have their origins in the quality of the relationship between the caregiver-environment and the baby, in a specific primitive period of emotional development – the concern stage –, which compromises the achievement of the ability to care about others. We call this “net caregiver-baby relationship”.
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Saúde e democracia: complexidades e compreensões sobre o contemporâneo a partir da participação social e das conferências de saúde no Brasil
(Universidade Federal do Pará, 2024-10-05) BAPTISTA, Gabriel Calazans; FERLA, Alcindo Antonio; http://lattes.cnpq.br/6938715472729668; https://orcid.org/0000-0002-9408-1504

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Navegando Teses em Psicologia (Doutorado) - PPGP/IFCH por Programas "Programa de Pós-Graduação em Psicologia"