Diálogos dentro da Psicologia

Adelma Pimentel Vítor Franco (Coordenadores)

dentro da

Psicologia

C O N T R I B U T O S D A I N V E S T I G A Ç Ã O

LUSO-BRASILEIRA EM PSICOLOGIA

LUSO-BRASILEIRA EM PSICOLOGIA

SOCIAL, CLÍNICA E EDUCACIONAL

D i á l o g o s

dentro da

Psicologia

C O N T R I B U T O S D A I N V E S T I G A Ç Ã O

LUSO-BRASILEIRA EM PSICOLOGIA

LUSO-BRASILEIRA EM PSICOLOGIA

SOCIAL, CLÍNICA E EDUCACIONAL

capa &

projeto gráfico d’arcy albuquerque darcyalbuquerque.com

editora edições aloendro (portugal)

coeditores universidade de évora (portugal); ufpa (brasil) impressão gráfica supercores (belém-pará-brasil) depósito legal 337584/11

isbn 978-989-8408-02-0 ano 2011 (1ª edição)

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Vítor Franco Adelma Pimentel

Prefácio, 3

Autores, 8

Conselho Editorial, 13

1.

Incursões a partir da Psicologia da Educação, 15

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Incursões a partir da Psicologia Clínica, 83

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3.

Incursões a partir da Psicologia Social, 231

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Adelma Pimentel

Doutora em Psicologia. Pós-doc em Psicologia e Psicopatologia do Desenvolvimento pela Universidade de Évora. Diretora da Faculdade de Psicologia da Universidade Federal do Pará. Coordenadora da linha de pesquisa Gênero, Saúde e Violência. Autora da Summus editora.

Vítor Franco

Professor Associado com agregação da Universidade de Évora. Doutor em Psicologia Clínica. Presidente da Sociedade Portuguesa de Psicologia Clínica. Com trabalho de investigação nas áreas da Psicopatologia da criança, das perturbações do desenvolvimento e da Intervenção Precoce.

Ana Abêbora

Mestranda em Psicologia Clínica e da Saúde, Universidade de Évora.

Carlos Albuquerque

Professor da Escola Superior de Saúde de Viseu, Instituto Politécnico de Viseu. Doutor em Psicologia.

Vitória Cordovil de Almeida

Estudante da graduação em Psicologia da Universidade Federal do Para.

Célia Regina da Silva Amaral

Psicóloga Educacional e Escolar da UFPA. Investigadora do Observatório de Violências e membro do Núcleo Docente Estruturante do Curso de Psicologia da UNAMA.

Graça Aparício

Professora da Escola Superior de Saúde de Viseu, Instituto Politécnico de Viseu

Miguel Marques da Gama Barbosa

Psicólogo (ISPA-Lisboa). Mestre em Sociologia da Saúde e da Doença (ISCTE- Lisboa) e mestrando em Bioética na Faculdade de Medicina da Universidade de Lisboa (FM-UL). Assistente na FM-UL.

Ana Maria Bertão

Psicóloga, Psicoterapeuta e Psicodramatista. Doutora em Psicologia. Professora Coordenadora da Escola Superior de Educação, Instituto Politécnico do Porto.

Jorge Bonito

Professor do Departamento de Pedagogia e Educação da Universidade de Évora

João Joaquim Breda

Grupo da OMS, Carta Européia contra a Obesidade e Plano Europeu de Nutrição e Alimentação.

Valeria Caggiano

Doutora em Psicologia do Trabalho e das Organizações. Professora do Departamento de Ciências da Educação na Universita’ degli Studi Roma Tre (Roma, Itália).

Victor Augusto Cavaleiro Corrêa

Terapeuta Ocupacional. Mestre em Psicologia (UFPA). Professor Assistente da Faculdade de Fisioterapia e Terapia Ocupacional do Instituto de Ciências da Saúde / UFPA. Investigador do Laboratório de Estudos do Luto e Saúde.

Madalena Cunha

Professora da Escola Superior de Saúde de Viseu, Instituto Politécnico de Viseu. Doutora em Psicologia.

Wanderlea Bandeira Ferreira

Psicóloga clínica e Gestalt-terapeuta. Mestre em Psicologia (UFPA), especialização em Saúde da Família e em Gestalt-terapia (Sedes Sapientiae-SP). Professora e Supervisora Clínica em Gestalt-terapia na Universidade da Amazônia (UNAMA).

Roberta Bentes Flores

Especialista em Psicologia Jurídica. Mestranda em Psicologia no Programa de Pós-graduação em Psicologia da Universidade Federal do Pará.

Ana Frias

Enfermeira Especialista em Enfermagem de Saúde Materna e Obstétrica. Doutora em Psicologia pela Universidade de Évora. Professora Adjunta da Escola Superior de Enfermagem S. João de Deus (Universidade de Évora).

Marina Gabriela Gonçalves Fuertes

Educadora. Licenciada em Ciências da Educação, especialização em Administração Escolar, Mestre em Psicologia do Desenvolvimento e Educação da Criança e Doutora em Psicologia (FPCE-Universidade do Porto). Professora na Escola Superior de Educação, Instituto Politécnico de Lisboa.

Teresa Claro Goldschmidt

Pedopsiquiatra, Licenciada em Medicina (FM-UL) e em Psicologia (ISPA- Lisboa). Especialista em Terapia Familiar e em “Touchpoints”.

Lisboa. Formador em NBAS pela Child Development Unit da Harvard University,

Denise Machado Duran Gutierrez

Psicóloga Clínica. Mestre e Doutora na área da saúde coletiva. Professora da Universidade Federal do Amazonas. Gestora de tecnologias Sociais do Instituto de Pesquisas da Amazônia e investigadora do CNPQ.

João Manuel Rosado de Miranda Justo

Psicólogo, Doutor em Psicologia Cínica. Professor da Faculdade de Psicologia da Universidade de Lisboa (FP-UL).

Isabel Leal

Psicóloga e Psicoterapeuta. Professora Associada do ISPA-Instituto Superior de Psicologia Aplicada, Lisboa.

Leopoldo Gonçalves Leitão

Psicólogo. Pós-graduação em Psicopatologia e Psicologia Clínica e Mestrado em Psicologia Clínica (ISPA-Lisboa) . Doutorando em Psicologia Clínica na Faculdade de Psicologia da Universidade de Lisboa (FP-UL). Assistente na Faculdade de Psicologia da Universidade Lusófona de Humanidades e Tecnologias, Lisboa.

Flávia Cristina Silveira Lemos

Psicóloga. Mestre em Psicologia e Sociedade (UNESP). Doutora em História. Professora Adjunta de Psicologia Social (UFPA).

Edilza de Aguiar Lobato

Psicóloga Clínica pelo IGTB e CRP, especialista em Psicologia Organizacional e do Trabalho. Mestranda em Psicologia pela UFPA. Professora e supervisora de estágios em Psicologia Clínica.

Wellington Lobo

Psicólogo. Mestrando em Psicologia (UFPA). Investigador do CNPQ. Especialista em Educação para Relações Etnicorraciais pelo Instituto Federal de Educação Tecnológica do Pará.

Rita Silveira Machado

Psicóloga Clínica na Unidade de Saúde Mental Infantil e Juvenil, Hospital de Santa Maria, Lisboa.

de Évora- 2011).

Pedro Ferro Meneses

Pediatra aposentado do Departamento da Criança e da Família, Hospital de Santa Maria, Lisboa. Licenciado em Medicina (FM-UL), Mestre em Saúde Escolar (FM-UL).

Ana Teresa Correia de Brito Nascimento

Educadora, Licenciada em Educação de Infância e Curso de Educação Especial. Mestrado em Ciências da Educação - Educação Especial (Instituto de Estudos da Criança, Universidade do Minho.) Professora na Escola Superior de Educadores de Infância Maria Ulrich, Lisboa.

Lázaro Castro Silva Nascimento

Estudante de Psicologia na Universidade Federal do Pará. Membro do Núcleo de Pesquisas Fenomenológicas .

António José Oliveira

Escola Superior de Saúde de Viseu, Instituto Politécnico de Viseu

Anabela Pereira

Doutora em Psicologia. Professora Auxiliar com agregação no Departamento de Ciências da Educação, Universidade de Aveiro.

Ivany Pinto Nascimento

Mestre e Doutora em Psicologia da Educação (PUC/SP). Docente e Investigadora da UFPA/ICED, Coordenadora do Grupo de Estudos e Pesquisas sobre Juventude Representações Sociais e Educação (ICED/UFPA, CNPQ)

Klésio Kleber Teixeira dos Reis

Psicólogo Clínico e Social, Assistente Administrativo pela Secretaria de Educação do Estado do Pará.

Joana Urceira Lopes de Sousa Rombert

Terapeuta da Fala na Unidade de Desenvolvimento, Departamento da Criança e da Família, Hospital de Santa Maria (Lisboa). Licenciada pela Escola Superior de Saúde do Alcoitão, Pós-graduação em Myofunctional Therapy pelo Instituto de Estudos Psicológicos, creditada pela Universidade de Vic, Barcelona.

Airle Miranda de Souza

Doutora em Ciências Medicas (UNICAMP). Professora Associada no IFCH-Faculdade de Psicologia (UFPA). Coordenadora do Laboratório de Estudos do Luto e Saúde-LAELS-HUJBB-UFPA.

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Doutora em Psicologia. Professora Auxiliar Convidada do Departamento de Psicologia, Universidade de Évora

Maria Fernanda Torgal-Garcia

Pediatra aposentada no Departamento da Criança e da Família, Hospital de Santa Maria (Lisboa). Licenciada em Medicina e graduada como Assistente Hospitalar de Pediatria.

João Maria Torres

Formado em Psicologia pela UFMG, especialista em técnicas projetivas (Rorschach) Instituto Brasileiro de Psicologia e Educação. Gestalt –terapeuta, Supervisor de Estágio em Psicologia Clínica na UFPA. Vice Diretor da Faculdade de Psicologia do Instituto de Ciências Humanas –UFPA.

Kamilly Souza do Vale

Psicóloga pela Universidade da Amazônia. Mestre em Psicologia pela Universidade Federal do Pará, Gestalt-terapeuta. Professora substituta na UFPA.

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Psicóloga. Doutora em Psicologia. Professora Adjunta da Escola Superior de Educação, Instituto Politécnico do Porto.

Emanuel Meireles Vieira

Mestre em Psicologia pela Universidade Federal do Ceará (UFC). Professor da Faculdade de Psicologia da Universidade Federal do Pará (UFPA). Coordenador do Plantão Psicológico da Clínica-escola da UFPA.

Verónica Morais Ximenes

Doutora em Psicologia pela Universidade de Barcelona. Professora do Mestrado em Psicologia da Universidade Federal do Ceará (UFC). Coordenadora do Núcleo de Psicologia Comunitária (NUCOM) da UFC.

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RELAÇÃO

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“… O Sociodrama deve ser visto à luz de uma visão holística, como um todo integrador que nos constrói … Acreditamos que esta PHWRGRORJLDFRQWULEXLSDUDRGHVHQYROYLPHQWRSHVVRDOHSURÀVVLRQDO permite-nos crescer e desenvolver de forma mais saudável e activa, ajuda-nos a desbloquear situações quotidianas (das próprias relações e das problemáticas societais), auxilia-nos no aguçar de um espírito FUtWLFRHUHÁH[LYRIDFLOLWDRDXWRHRKHWHURFRQKHFLPHQWRSRWHQFLD a autonomização e a responsabilização (emancipação), favorece a aquisição de múltiplas competências (como a capacidade de escuta H GH DXWRFRQWUROR H H[S}HQRV D GHVDÀRV TXH QRV SHUPLWHP activar mecanismos de (re)adaptação contextual e comportamental. Ao possibilitar a partilha de opiniões e de sentimentos, sensibiliza-QRVSDUDUHDOLGDGHVGLYHUVDVGHVFRQKHFLGDVRXQmRUHÁHFWLGDVDWp então, permite-nos validar ou reformular pontos de vista e exercitar a capacidade dialógica… O Sociodrama facilita, ainda, a capacidade de perceber a diferença, alargar concepções, desconstruir preconceitos, experienciar e experimentar realidades, simular intervenções e vestir outros papéis…”.

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As ideias educacionais de Freud emergem em momentos preciosos de articulação da teoria psicanalítica que ele estava, aos poucos, construindo. Depois de aportar em determinado texto, na construção de um conceito psicanalítico, era como se Freud parasse um instante SDUDUHÁHWLUVREUHDVFRQVHTXrQFLDVGDFRQFHLWXDomRUHFpPQDVFLGD sobre o seu modo de pensar a cultura, a sociedade e a Educação. Punha-se a examinar, naquele conceito, o que era proveniente de uma particularidade do funcionamento psíquico e o que era fruto

GLUHWRGDVLQÁXrQFLDVHGXFDWLYDVUHFHELGDVSHORLQGLYtGXR'LVVRVH deduz que a ideia freudiana sobre Educação encontra-se em íntima conexão com as ideias por ele produzidas para compor a sua teoria psicanalítica. ( p.13)

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Quando um professor entra em contato com a psicanálise, ouve falar do sujeito. Continua sem saber como atingi-lo, como manipulá-OR FRPR HQÀDU HP VXD FDEHoD R TXH VXD UDFLRQDOLGDGH VXS}H que ele deveria aprender. Continua sem métodos e o sujeito do qual ouviu falar torna-se mais misterioso do que nunca. Mas esse professor aprende a levá-lo em conta, aprende que visa um alvo e acerta em outro, reaprende que visa à consciência de seu aluno mas atinge o sujeito (isto quando ele efetivamente aprende). ( Kupfer, 2000, p. 122)

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São reedições, reproduções das moções e fantasias que, durante o avanço da análise, soem despertar-se e tornarem-se conscientes, mas com a característica (própria do gênero) de substituir uma SHVVRDDQWHULRUSHODSHVVRDGRPpGLFR'LWRGHRXWUDPDQHLUDWRGD uma série de experiências psíquicas prévias e revividas, não como algo passado, mas como um vínculo atual com a pessoa do médico. (Freud, 1989/1901-1905, p.110)

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