Narratives about the deprivation of freedom and the development of the adolescent self
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/27998 |
Resumo: | A review is presented of the theoretical trajectory of the concepts of self and identity in Psychology, situating the socio-cultural-historical theoretical-methodological perspective, with an emphasis on the narrativist-dialogical version. The latter is taken as a contribution to the interpretation of processes of development of the self in the adolescent within the specific context of the deprivation of freedom to which teenage offenders are submitted. The narrativist-dialogical perspective conceives the self as a complex unity, the integrated system of culture and personal affections constructed through the social interaction that takes place in concrete socio-institutional contexts, having the human language as its key means of organization. The situations that disorganize one's sense of self, like the events associated to delinquency, activate subjective mechanisms of reorganization of the self, which promote development. Qualitative analyses of the narrative sequences produced by teenagers deprived of their freedom are presented, obtained from interactions with the researcher in structured situations. The objective is to extend the understanding of the formation of the narrative identity of the teenagers to specific contexts such as those involving violence and deprivation of freedom. The analysis of the narratives produced along the selected sequence of verbal interaction, performed under a micro-genetic perspective, reveals the dynamics of the processes of creation of new significations by the participants about themselves, the context, and the social processes associated to the detention procedure, pointing towards new lines of development of the self. |
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Narratives about the deprivation of freedom and the development of the adolescent self Narrativas sobre a privação de liberdade e o desenvolvimento do self adolescente AdolescênciaIdentidadeSelfPrivação de liberdadeAdolescenceIdentitySelfDeprivation of freedom A review is presented of the theoretical trajectory of the concepts of self and identity in Psychology, situating the socio-cultural-historical theoretical-methodological perspective, with an emphasis on the narrativist-dialogical version. The latter is taken as a contribution to the interpretation of processes of development of the self in the adolescent within the specific context of the deprivation of freedom to which teenage offenders are submitted. The narrativist-dialogical perspective conceives the self as a complex unity, the integrated system of culture and personal affections constructed through the social interaction that takes place in concrete socio-institutional contexts, having the human language as its key means of organization. The situations that disorganize one's sense of self, like the events associated to delinquency, activate subjective mechanisms of reorganization of the self, which promote development. Qualitative analyses of the narrative sequences produced by teenagers deprived of their freedom are presented, obtained from interactions with the researcher in structured situations. The objective is to extend the understanding of the formation of the narrative identity of the teenagers to specific contexts such as those involving violence and deprivation of freedom. The analysis of the narratives produced along the selected sequence of verbal interaction, performed under a micro-genetic perspective, reveals the dynamics of the processes of creation of new significations by the participants about themselves, the context, and the social processes associated to the detention procedure, pointing towards new lines of development of the self. Apresenta-se uma revisão do percurso teórico dos conceitos de self e identidade em psicologia, situando a perspectiva teórico-metodológica sócio-histórico-cultural, com ênfase na versão narrativista-dialógica. Essa última é tomada como contribuição à interpretação de processos de desenvolvimento do self do adolescente no contexto específico da privação de liberdade, a que são submetidos adolescentes autores de infração. A perspectiva narrativista-dialógica concebe o self como uma unidade complexa, o sistema integrado da cultura e dos afetos pessoais construído por meio da interação social ocorrida em contextos socioinstitucionais concretos, tendo como principal meio de organização a linguagem humana. As situações desorganizadoras do senso de si, como é o caso dos eventos associados à delinqüência, ativam dispositivos subjetivos de reorganização do self, promovendo desenvolvimento. São apresentadas análises qualitativas de seqüências narrativas produzidas por adolescentes em privação de liberdade, em interação com o pesquisador em situação estruturada. O objetivo é estender a compreensão da formação da identidade narrativa de adolescentes a contextos específicos como os que envolvem violência e privação de liberdade. A análise das narrativas produzidas ao longo da seqüência de interação verbal selecionada, numa perspectiva microgenética, revela a dinâmica dos processos de elaboração pelos participantes de novas significações acerca de si, do contexto e dos processos sociais associados à medida de internação, apontando linhas de desenvolvimento do self. Universidade de São Paulo. Faculdade de Educação2006-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2799810.1590/S1517-97022006000100005Educação e Pesquisa; v. 32 n. 1 (2006); 67-83Educação e Pesquisa; Vol. 32 No. 1 (2006); 67-83Educação e Pesquisa; Vol. 32 Núm. 1 (2006); 67-831678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/27998/29785https://www.revistas.usp.br/ep/article/view/27998/29786Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessOliveira, Maria Claudia Santos Lopes deVieira, Alessandra Oliveira Machado2014-10-24T15:43:36Zoai:revistas.usp.br:article/27998Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:43:36Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Narratives about the deprivation of freedom and the development of the adolescent self Narrativas sobre a privação de liberdade e o desenvolvimento do self adolescente |
title |
Narratives about the deprivation of freedom and the development of the adolescent self |
spellingShingle |
Narratives about the deprivation of freedom and the development of the adolescent self Oliveira, Maria Claudia Santos Lopes de Adolescência Identidade Self Privação de liberdade Adolescence Identity Self Deprivation of freedom |
title_short |
Narratives about the deprivation of freedom and the development of the adolescent self |
title_full |
Narratives about the deprivation of freedom and the development of the adolescent self |
title_fullStr |
Narratives about the deprivation of freedom and the development of the adolescent self |
title_full_unstemmed |
Narratives about the deprivation of freedom and the development of the adolescent self |
title_sort |
Narratives about the deprivation of freedom and the development of the adolescent self |
author |
Oliveira, Maria Claudia Santos Lopes de |
author_facet |
Oliveira, Maria Claudia Santos Lopes de Vieira, Alessandra Oliveira Machado |
author_role |
author |
author2 |
Vieira, Alessandra Oliveira Machado |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Maria Claudia Santos Lopes de Vieira, Alessandra Oliveira Machado |
dc.subject.por.fl_str_mv |
Adolescência Identidade Self Privação de liberdade Adolescence Identity Self Deprivation of freedom |
topic |
Adolescência Identidade Self Privação de liberdade Adolescence Identity Self Deprivation of freedom |
description |
A review is presented of the theoretical trajectory of the concepts of self and identity in Psychology, situating the socio-cultural-historical theoretical-methodological perspective, with an emphasis on the narrativist-dialogical version. The latter is taken as a contribution to the interpretation of processes of development of the self in the adolescent within the specific context of the deprivation of freedom to which teenage offenders are submitted. The narrativist-dialogical perspective conceives the self as a complex unity, the integrated system of culture and personal affections constructed through the social interaction that takes place in concrete socio-institutional contexts, having the human language as its key means of organization. The situations that disorganize one's sense of self, like the events associated to delinquency, activate subjective mechanisms of reorganization of the self, which promote development. Qualitative analyses of the narrative sequences produced by teenagers deprived of their freedom are presented, obtained from interactions with the researcher in structured situations. The objective is to extend the understanding of the formation of the narrative identity of the teenagers to specific contexts such as those involving violence and deprivation of freedom. The analysis of the narratives produced along the selected sequence of verbal interaction, performed under a micro-genetic perspective, reveals the dynamics of the processes of creation of new significations by the participants about themselves, the context, and the social processes associated to the detention procedure, pointing towards new lines of development of the self. |
publishDate |
2006 |
dc.date.none.fl_str_mv |
2006-04-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/27998 10.1590/S1517-97022006000100005 |
url |
https://www.revistas.usp.br/ep/article/view/27998 |
identifier_str_mv |
10.1590/S1517-97022006000100005 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/27998/29785 https://www.revistas.usp.br/ep/article/view/27998/29786 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 32 n. 1 (2006); 67-83 Educação e Pesquisa; Vol. 32 No. 1 (2006); 67-83 Educação e Pesquisa; Vol. 32 Núm. 1 (2006); 67-83 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713811063504896 |