ABSTRACT
En el presente estudio pretendemos examinar, desde una perspectiva crítica, la práctica de intervención grupal con niños y niñas denominada talleres socioeducativos; acción realizada en diferentes ámbitos de la psicología como forma de restituir la palabra de los niños y niñas, considerándolos sujetos de derecho. Para este estudio contemplamos durante dos años la revisión sistemática de materiales, informes y entrevistas a sujetos profesionales dedicados a la temática, reflejando los aportes y tensiones del trabajo grupal con niños y niñas. En buena parte de los resultados, se manifiesta su sustentabilidad en el vínculo, lo adaptable a las necesidades de los individuos participantes, lo inclusivo, pero también las complejidades de inserción de este tipo de dispositivos de trabajo.
The following study consists of examining a practical groupintervention with children called social-educational workshops that use a critical perspective.These workshops focused on different psychology-related areas as a way of giving children the powerof being listened to, considering them as subjects of rights. The methodology of the study involved asystematic review of materials, reports and interviews with professionals over a period of two years,illustrating the contributions and the tensions involved in working with children. The results show thesustainability of these workshops based on affective relationships, the adaptability of the workshopsto participants needs, their inclusive nature, but also the complexities of the application of thesekinds of work procedures.
Este estudo tem por objetivo analisar em uma perspectiva crítica a prática de intervenção grupal com as crianças, intitulada intervenções socioeducativas. Estas ações são realizadas em diferentes áreas da psicologia como uma forma de restaurar a palavra das crianças considerando-as como sujeitos de direito. Para este estudo foi considerado, durante dois anos, a revisão sistemática dos materiais como relatórios e entrevistas com profissionais dedicados ao tema. Esses dados contribuíram para refletir as tensões do trabalho grupal com crianças.Parte dos resultados expressam o desenvolvimento e estabelecimento dos vínculos relacionados a adaptabilidade e a inclusão. Assim como, as necessidades dos participantes e a complexidade que envolve a inserção dos dispositivos de trabalho.
Subject(s)
Humans , ChildABSTRACT
Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization.
Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization.
Subject(s)
Psychological Theory , Psychology, Applied , Psychology, EducationalABSTRACT
O objectivo deste artigo é discutir alguns dos obstáculos com que se tem vindo adeparar o desenvolvimento das pesquisas em representações sociais (RS) e procurar esboçar possíveis vias para os ultrapassar, sublinhando a importância de apostar nas potencialidades teóricas e nas características específicas desta teoria. Começa por se assinalar o grandedesenvolvimento dos estudos em RS ao longo de mais de meio século, referindo o contraste entre a actual situação na Europa e na América Latina. No primeiro caso, uma certa estagnação; no segundo caso, uma proliferação. Uma constatação que suscita dois tipos de questões: 1) as razões dessa pausa dos estudos em RS na Europa; 2) a falta de robustez teórica e metodológica que, por vezes, também tem sido uma marca dos estudos neste domínio. Este quadro está longe de corresponder a uma era das representações sociais (Moscovici, 1986) e não parece favorável ao aprofundamento e rejuvenescimento em termos teóricos e metodológicos nosestudos em RS. Todavia, neste artigo defende-se que continuam a existir boas razões que podem levar os investigadores a trabalhar com a teoria das representações sociais e procede-se a uma análise das suas caraterísticas distintivas que podem fomentar esse processo.
This article aims to discuss some of the obstacles which the development of social representations (SR) research has faced. It also seeks to outline possible paths to overcome them, highlighting the importance of investing in the theoretical potentialities and the specific characteristics of this theory. It begins by marking the great development and vitality of studiesin SR over more than a half century, referring to the contrast between the current situation in Europe and Latin America. In the first case, a certain stagnation, in the second, proliferation. This finding raises two types of questions: 1) the reasons for this "pause" in studies of SR in Europe; 2)the lack of theoretical and methodological robustness which sometimes has also been a trademark of studies in this field. This framework is far from corresponding to an "era of social representations" (Moscovici, 1986) and it does not seem to favour the theoretical and methodological deepening and rejuvenation of SR studies. However, this article argues that there are still good reasons that may lead researchers to work with social representations theory andproceeds to an analysis of its distinctive features that can foster this process.
Subject(s)
Humans , Male , Female , Psychology, Social , Europe , Latin AmericaABSTRACT
Se presenta un análisis teórico desde las explicaciones psicológicas que se han hecho de la conducta humana, particularmente del acto criminal. Se parte de las concepciones epistemológicas en las que se apoya la criminología en sus pretensiones de querer explicar la génesis del comportamiento criminal, para desde allí ubicar los vacíos explicativos que estos planteamientos presentan a la hora de querer dar una explicación causal de la génesis y la conducta criminal. Se ubica como hipótesis de trabajo la motivación inconsciente como causa del comportamiento criminal, entendida esta como causalidad psíquica
A theoretical analysis is offered from the psychological explanations of human conduct having been exposed, particularly regarding the criminal act. Starting from the epistemological conceptions on which criminology relies in its pretentious intentions to explain the genesis of criminal behavior, in order to locate from there the explicative vacuums that these approaches offer at the time of attempting to give a causal explanation to genesis and criminal conduct. Unconscious motivation is placed as a work hypothesis as the cause of criminal behavior, understood as a psychic causality