A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/1726 |
Resumo: | The objective of study in this dissertation is aimed to understand the affectivity in regards to the complex perspective of Edgar Morin and the psychoanalysis of Sigmund Freud. We have listed the specific objective as the following: to analyze the influences of affectivity in education. The following questions have been addressed: What are the contributions of Morin and Freud to the concept of affectivity? What are the influences of the use of affectivty in education? The nature of this research focuses on the bibliography and scholarly works of Morin and Freud. In the course of the research, it has been noted that the phenomena of affectivity are varied, constant and unavoidable. They permeate the entire life of any individual. In interpersonal relationships, their manifestations and influences are intense. Especially when they involve children and adolsecents, who are extremely vulnerable, because they are in the midst of forming their own character. Affectivity is positive when it is in the sphere of emotions of subjective well-being, and it can be of great contribution to the performance of the educator in the classroom through the processes of tachinha and learning. However, when affectivity is negative, it can lead to conflicts within a group, which can be very detrimental to the group???s goals. Interpersonal relationships are charged with antagonistic influences within them, which involve the defense mechanisms that are universal to every individual. Often times, teachers can unconsciosuly influence their students in a very negative way. Therefore, in the field of education, the search for knowledge in regards to the functioning of the human mind by the teacher can be of great benefit. The educator who invests in the pursuit of this type of knowledge, with no doubt, has the plausible attempt to be successful in his or her pedagogical practice. |
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Vercelli, Ligia de Carvalho Ab??esVercelli, Ligia de Carvalho Ab??esHaas, C??lia MariaMafra, Jason FerreiraSpigolon, Nima ImaculadaLorieri, Marcos Ant??niohttp://lattes.cnpq.br/9597602284117081Abreu, Joel Santos de2018-01-24T20:10:40Z2017-09-25Abreu, Joel Santos de. A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o. 2017. 105 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1726The objective of study in this dissertation is aimed to understand the affectivity in regards to the complex perspective of Edgar Morin and the psychoanalysis of Sigmund Freud. We have listed the specific objective as the following: to analyze the influences of affectivity in education. The following questions have been addressed: What are the contributions of Morin and Freud to the concept of affectivity? What are the influences of the use of affectivty in education? The nature of this research focuses on the bibliography and scholarly works of Morin and Freud. In the course of the research, it has been noted that the phenomena of affectivity are varied, constant and unavoidable. They permeate the entire life of any individual. In interpersonal relationships, their manifestations and influences are intense. Especially when they involve children and adolsecents, who are extremely vulnerable, because they are in the midst of forming their own character. Affectivity is positive when it is in the sphere of emotions of subjective well-being, and it can be of great contribution to the performance of the educator in the classroom through the processes of tachinha and learning. However, when affectivity is negative, it can lead to conflicts within a group, which can be very detrimental to the group???s goals. Interpersonal relationships are charged with antagonistic influences within them, which involve the defense mechanisms that are universal to every individual. Often times, teachers can unconsciosuly influence their students in a very negative way. Therefore, in the field of education, the search for knowledge in regards to the functioning of the human mind by the teacher can be of great benefit. The educator who invests in the pursuit of this type of knowledge, with no doubt, has the plausible attempt to be successful in his or her pedagogical practice.Esta disertaci??n tuvo como objeto del estudio la afectividad de la perspectiva del pensamiento complejo de Edgar Morin y del psicoan??lisis de Sigmund Freud. Como objetivo espec??fico, elencamos lo siguiente: analizar las influencias de la afectividad en la educaci??n. Las siguientes preguntas fueron dirigidas: ??Cu??les son las contribuciones de Morin y Freud sobre la afectividad? ??Cu??les son las influencias de esa funci??n ps??quica en la educaci??n? Se trata de una investigaci??n de naturaleza bibliogr??fica pautada en diferentes obras de estos dos autores. En el transcurso de la investigaci??n, se percibi?? que, los fen??menos afectivos son variados, constantes e inevitables. Permanece en la vida entera de cualquier individuo. En las relaciones interpersonales sus manifestaciones e influencias son mucho m??s intensas. Principalmente, cuando involucra a ni??os y j??venes por seren extremadamente vulnerables, por estar en plena fase de formaci??n de car??cter. La afectividad cuando es positiva, por encontrarse en la esfera de las emociones de bienestar subjetivo, puede ser de gran contribuci??n para el desempe??o del educador en el aula, en el proceso de ense??anza y aprendizaje. Cuando, sin embargo, negativa, su tendencia es de causar conflictos de consecuencias muy perjudiciales a los objetivos de un grupo. Las relaciones interpersonales son cargadas de influencias antag??nicas entre s??, que constituyen el universo ps??quico de todas las personas. A menudo, inconscientemente, los profesores pueden influenciar a sus alumnos de manera bastante negativa. Por lo tanto, en la educaci??n, la b??squeda de conocimientos sobre el funcionamiento de la mente humana por parte del docente, podr?? ser de gran beneficio. El educador que invierte en la b??squeda de ese conocimiento, sin duda, tiene el plausible intento de tener ??xito en su pr??ctica pedag??gica.Esta disserta????o teve como objeto de estudo a afetividade sob a perspectiva do pensamento complexo de Edgar Morin e da psican??lise de Sigmund Freud. Como objetivo espec??fico elencamos o seguinte: analisar as influ??ncias da afetividade na educa????o. Orientaram a pesquisa as seguintes quest??es: Quais as contribui????es de Morin e Freud a respeito da afetividade? Quais as influ??ncias dessa fun????o ps??quica na educa????o? Tratou-se de uma pesquisa de natureza bibliogr??fica pautada em diferentes obras desses dois autores. No decorrer da pesquisa, percebeu-se que, os fen??menos afetivos s??o variados, constantes e inevit??veis. Permeiam a vida inteira de qualquer indiv??duo. Nos relacionamentos interpessoais suas manifesta????es e influ??ncias s??o bem mais intensas. Principalmente, quando envolvem crian??as e jovens por serem extremamente vulner??veis, por estarem em plena fase de forma????o de car??ter. A afetividade quando positiva, por se encontrar na esfera das emo????es de bem-estar subjetivo, pode ser de grande contribui????o para o desempenho do educador em sala de aula, no processo de ensino e de aprendizagem. Quando, por??m, negativa, sua tend??ncia ?? causar conflitos de consequ??ncias muito prejudiciais aos objetivos de um grupo. As rela????es interpessoais s??o carregadas de influ??ncias antag??nicas entre si, que constituem o universo ps??quico de todas as pessoas. Muitas vezes, inconscientemente, os professores podem influenciar seus alunos de maneira bastante negativa. Portanto, na educa????o, a busca de conhecimentos sobre o funcionamento da mente humana por parte do docente, poder?? ser de grande benef??cio. O educador que investe na busca desse saber, sem d??vida, tem o plaus??vel intento de ser bem-sucedido em sua pr??tica pedag??gica.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-01-24T20:10:40Z No. of bitstreams: 1 Joel Santos de Abreu.pdf: 1629144 bytes, checksum: a4cd3a9bd64f9256947ec337fdc873d5 (MD5)Made available in DSpace on 2018-01-24T20:10:40Z (GMT). No. of bitstreams: 1 Joel Santos de Abreu.pdf: 1629144 bytes, checksum: a4cd3a9bd64f9256947ec337fdc873d5 (MD5) Previous issue date: 2017-09-25application/pdfporUniversidade Nove de JulhoPrograma de P??s-Gradua????o em Educa????oUNINOVEBrasilEduca????oafetividadeSigmund FreudEdgar Morineduca????osubjetividadeaffectivitySigmund FreudEdgar MorineducationsubjectivityafectividadSigmund FreudEdgar Morineducaci??nsubjetividadCIENCIAS HUMANAS::EDUCACAOA afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????oThe affectivity in Edgar Morin and Sigmund Freud: a look at educationLa afectividad en Edgar Morin y Sigmund Freud: una mirada a la educaci??ninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALJoel Santos de Abreu.pdfJoel Santos de Abreu.pdfapplication/pdf1629144http://localhost:8080/tede/bitstream/tede/1726/2/Joel+Santos+de+Abreu.pdfa4cd3a9bd64f9256947ec337fdc873d5MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1726/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/17262018-01-24 18:10:40.251oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2018-01-24T20:10:40Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o |
dc.title.alternative.eng.fl_str_mv |
The affectivity in Edgar Morin and Sigmund Freud: a look at education |
dc.title.alternative.spa.fl_str_mv |
La afectividad en Edgar Morin y Sigmund Freud: una mirada a la educaci??n |
title |
A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o |
spellingShingle |
A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o Abreu, Joel Santos de afetividade Sigmund Freud Edgar Morin educa????o subjetividade affectivity Sigmund Freud Edgar Morin education subjectivity afectividad Sigmund Freud Edgar Morin educaci??n subjetividad CIENCIAS HUMANAS::EDUCACAO |
title_short |
A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o |
title_full |
A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o |
title_fullStr |
A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o |
title_full_unstemmed |
A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o |
title_sort |
A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o |
author |
Abreu, Joel Santos de |
author_facet |
Abreu, Joel Santos de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vercelli, Ligia de Carvalho Ab??es |
dc.contributor.referee1.fl_str_mv |
Vercelli, Ligia de Carvalho Ab??es |
dc.contributor.referee2.fl_str_mv |
Haas, C??lia Maria |
dc.contributor.referee3.fl_str_mv |
Mafra, Jason Ferreira |
dc.contributor.referee4.fl_str_mv |
Spigolon, Nima Imaculada |
dc.contributor.referee5.fl_str_mv |
Lorieri, Marcos Ant??nio |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9597602284117081 |
dc.contributor.author.fl_str_mv |
Abreu, Joel Santos de |
contributor_str_mv |
Vercelli, Ligia de Carvalho Ab??es Vercelli, Ligia de Carvalho Ab??es Haas, C??lia Maria Mafra, Jason Ferreira Spigolon, Nima Imaculada Lorieri, Marcos Ant??nio |
dc.subject.por.fl_str_mv |
afetividade Sigmund Freud Edgar Morin educa????o subjetividade |
topic |
afetividade Sigmund Freud Edgar Morin educa????o subjetividade affectivity Sigmund Freud Edgar Morin education subjectivity afectividad Sigmund Freud Edgar Morin educaci??n subjetividad CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
affectivity Sigmund Freud Edgar Morin education subjectivity |
dc.subject.spa.fl_str_mv |
afectividad Sigmund Freud Edgar Morin educaci??n subjetividad |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The objective of study in this dissertation is aimed to understand the affectivity in regards to the complex perspective of Edgar Morin and the psychoanalysis of Sigmund Freud. We have listed the specific objective as the following: to analyze the influences of affectivity in education. The following questions have been addressed: What are the contributions of Morin and Freud to the concept of affectivity? What are the influences of the use of affectivty in education? The nature of this research focuses on the bibliography and scholarly works of Morin and Freud. In the course of the research, it has been noted that the phenomena of affectivity are varied, constant and unavoidable. They permeate the entire life of any individual. In interpersonal relationships, their manifestations and influences are intense. Especially when they involve children and adolsecents, who are extremely vulnerable, because they are in the midst of forming their own character. Affectivity is positive when it is in the sphere of emotions of subjective well-being, and it can be of great contribution to the performance of the educator in the classroom through the processes of tachinha and learning. However, when affectivity is negative, it can lead to conflicts within a group, which can be very detrimental to the group???s goals. Interpersonal relationships are charged with antagonistic influences within them, which involve the defense mechanisms that are universal to every individual. Often times, teachers can unconsciosuly influence their students in a very negative way. Therefore, in the field of education, the search for knowledge in regards to the functioning of the human mind by the teacher can be of great benefit. The educator who invests in the pursuit of this type of knowledge, with no doubt, has the plausible attempt to be successful in his or her pedagogical practice. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-09-25 |
dc.date.accessioned.fl_str_mv |
2018-01-24T20:10:40Z |
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dc.identifier.citation.fl_str_mv |
Abreu, Joel Santos de. A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o. 2017. 105 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/1726 |
identifier_str_mv |
Abreu, Joel Santos de. A afetividade em Edgar Morin e Sigmund Freud: um olhar para a educa????o. 2017. 105 f. Disserta????o( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
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Universidade Nove de Julho |
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