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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2020.tde-16122020-124028
Document
Author
Full name
Josca Ailine Baroukh
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2020
Supervisor
Committee
Kupfer, Maria Cristina Machado (President)
Bernardino, Leda Mariza Fischer
Fonseca, Paula Fontana
Title in Portuguese
A posição do professor frente ao aluno e seus pares na educação infantil: uma leitura psicanalítica acerca do olhar do professor para a função do semelhante na escola
Keywords in Portuguese
Educação infantil
Função do semelhante
Interações
Professores
Psicanálise
Abstract in Portuguese
Esta é uma pesquisa exploratória, qualitativa, de abordagem psicanalítica, que se insere no campo das articulações entre psicanálise e educação, e investiga o olhar do professor sobre as relações que as crianças estabelecem entre si, ou seja, o que um professor pode ver sobre a relação de uma criança com a outra. Os sujeitos foram professoras que participaram da pesquisa Validação e comparação de instrumentos de acompanhamento do desenvolvimento psíquico à luz da Psicanálise", realizada no período de 2017-2019, no que tange ao instrumento Acompanhamento psicanalítico de crianças em escolas, grupos e instituições (APEGI). A pesquisa foi realizada em dois cenários e em momentos diferentes. Foi possível identificar que as professoras dos dois cenários reconhecem as relações que se estabelecem entre as crianças na escola, mas assumem duas posições distintas diante disso: uma, que lida com tais relações enquanto obstáculo ao processo de ensino e aprendizagem; outra, que considera os efeitos subjetivos que uma criança pode ter para outra enquanto contribuição às aprendizagens das crianças de seu grupo.
Title in English
The teacher's position on the student and his peers in early childhood education: a psychoanalytic reading through the lens of the teacher on the role of the similar in school
Keywords in English
Interactions
Kindergarden
Psychoanalysis
Similar function
Teachers
Abstract in English
This is an exploratory, qualitative research, with a psychoanalytical approach, which is inserted in the field of articulation between psychoanalysis and education, and investigates the teacher's view of the relationships that children establish among themselves, that is, what a teacher can see about the relationship between one child and another. The subjects were teachers who participated in the research Validation and comparison of instruments for monitoring psychological development under the lens of Psychoanalysis", carried out in 2017-2019, regarding the instrument "Psychoanalytic monitoring of children in schools, groups and institutions" (APEGI). The research was carried out in two scenarios and at different times. It was possible to recognize two different positions in relation to how teachers treat relationships between children in a school environment: one that deals with these relationships as obstacles to the learning process and another that takes into account the subjective value that one child can have to another as a contribution to their groups children.
 
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Publishing Date
2020-12-18
 
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