Recalcamento e sistematização da escrita escolar
সংরক্ষণ করুন:
| প্রধান লেখক: | |
|---|---|
| প্রকাশনার তারিখ: | 2019 |
| বিন্যাস: | Master thesis |
| ভাষা: | por |
| সম্পদ: | Repositório Institucional da UFG |
| Download full: | http://repositorio.bc.ufg.br/tede/handle/tede/10812 |
সংক্ষিপ্ত: | I present a research about the acquisition of writing in a school environment based on the theoretical conceptions of language and subject as formulated by Psychoanalysis, especially in the works of Freud, Lacan and Pommier. I begin with a question to the graphophonic system that, because supposing that writing reproduces orality, writing is reduced to a technique whose assimilation depends on the development of motor skills. We realize, as teachers who deal with children of literacy age, that the distress experienced by most students when asked to write is not only linked to immature motor skills, as they are able to perform other motor activities that require more skill. than putting letter-like strokes together. What then would be at stake in the affliction that usually afflicts schoolchildren? In reflecting on this question, I could come up with another formulation: not only children, but also youth and adults who master the technique of writing, show suffering in front of a blank sheet of paper or a computer screen. This finding, also supported by theoretical readings in the field of psychoanalysis, led me to want to better understand the psychic events that are implicated in the act of writing. According to our observations, one of these events is linked to repression, one of the psychic operations that defines the way the subject confronts culture and stands before the principle of pleasure and reality. The objective of this research was to elaborate hypotheses about the writing of the elementary school students, following the repression action in their textual productions, considering the moment of appearance and disappearance of traces and drawings that are not under the symbolic order of the writing. standard taught at school and at the same time the installation of signifiers under the symbolic pact. By observing how the movement of writing acquisition occurs in the school, I was able to experience with students and their texts, ways in which movement towards writing occurs, this observation is only possible from the reactions presented by the children at the moment when Writing activities are requested, what we see appearing are manifestations ranging from standing still looking at the blank sheet of paper, to the situation of writing and then tearing the sheet so that the Other does not see what was written. There is no way to measure or say that psychic operations are being performed at that very moment, which we suppose is like the presence of a subject in the construction of the signifier who, despite the stumbling blocks, marks of his uniqueness is captured by language. This research was conducted as an educational product for the Professional Master's Degree Program in Basic Education Teaching at the Federal University of Goiás. (PPGEEB-CEPAE-UFG) 2017 to 2019. |
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| author | Bonfanti, Virgínia da Silva Camargo |
| author_browse | Bonfanti, Virgínia da Silva Camargo |
| author_facet | Bonfanti, Virgínia da Silva Camargo |
| author_role | author |
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| collection | Repositório Institucional da UFG |
| contributor_str_mv | Freire, Silvana Matias Freire, Silvana Matias Carvalho, Maria Alice de Sousa Burgarelli, Cristóvão Giovani |
| dc.contributor.advisor1.fl_str_mv | Freire, Silvana Matias |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/7161275903576726 |
| dc.contributor.author.fl_str_mv | Bonfanti, Virgínia da Silva Camargo |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/4519643599653267 |
| dc.contributor.referee1.fl_str_mv | Freire, Silvana Matias |
| dc.contributor.referee2.fl_str_mv | Carvalho, Maria Alice de Sousa |
| dc.contributor.referee3.fl_str_mv | Burgarelli, Cristóvão Giovani |
| dc.date.accessioned.fl_str_mv | 2020-09-29T11:49:29Z |
| dc.date.available.fl_str_mv | 2020-09-29T11:49:29Z |
| dc.date.issued.fl_str_mv | 2019-12-19 |
| dc.identifier.citation.fl_str_mv | BONFANTI, V. S. C. Recalcamento e sistematização da escrita escolar. 2019. 62 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019. |
| dc.identifier.uri.fl_str_mv | http://repositorio.bc.ufg.br/tede/handle/tede/10812 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
| dc.publisher.initials.fl_str_mv | UFG |
| dc.publisher.none.fl_str_mv | Universidade Federal de Goiás |
| dc.publisher.program.fl_str_mv | Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
| dc.relation.cnpq.fl_str_mv | 370 |
| dc.relation.confidence.fl_str_mv | 500 500 500 |
| dc.relation.department.fl_str_mv | 1 |
| dc.relation.program.fl_str_mv | 50 |
| dc.rights.driver.fl_str_mv | Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
| dc.subject.cnpq.fl_str_mv | CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
| dc.subject.eng.fl_str_mv | Subject Language Writing Repression |
| dc.subject.por.fl_str_mv | Sujeito Linguagem Escrita Recalcamento |
| dc.title.alternative.eng.fl_str_mv | Repression and systematization of school writing |
| dc.title.pt_BR.fl_str_mv | Recalcamento e sistematização da escrita escolar |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | I present a research about the acquisition of writing in a school environment based on the theoretical conceptions of language and subject as formulated by Psychoanalysis, especially in the works of Freud, Lacan and Pommier. I begin with a question to the graphophonic system that, because supposing that writing reproduces orality, writing is reduced to a technique whose assimilation depends on the development of motor skills. We realize, as teachers who deal with children of literacy age, that the distress experienced by most students when asked to write is not only linked to immature motor skills, as they are able to perform other motor activities that require more skill. than putting letter-like strokes together. What then would be at stake in the affliction that usually afflicts schoolchildren? In reflecting on this question, I could come up with another formulation: not only children, but also youth and adults who master the technique of writing, show suffering in front of a blank sheet of paper or a computer screen. This finding, also supported by theoretical readings in the field of psychoanalysis, led me to want to better understand the psychic events that are implicated in the act of writing. According to our observations, one of these events is linked to repression, one of the psychic operations that defines the way the subject confronts culture and stands before the principle of pleasure and reality. The objective of this research was to elaborate hypotheses about the writing of the elementary school students, following the repression action in their textual productions, considering the moment of appearance and disappearance of traces and drawings that are not under the symbolic order of the writing. standard taught at school and at the same time the installation of signifiers under the symbolic pact. By observing how the movement of writing acquisition occurs in the school, I was able to experience with students and their texts, ways in which movement towards writing occurs, this observation is only possible from the reactions presented by the children at the moment when Writing activities are requested, what we see appearing are manifestations ranging from standing still looking at the blank sheet of paper, to the situation of writing and then tearing the sheet so that the Other does not see what was written. There is no way to measure or say that psychic operations are being performed at that very moment, which we suppose is like the presence of a subject in the construction of the signifier who, despite the stumbling blocks, marks of his uniqueness is captured by language. This research was conducted as an educational product for the Professional Master's Degree Program in Basic Education Teaching at the Federal University of Goiás. (PPGEEB-CEPAE-UFG) 2017 to 2019. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UFG-2_ac64adbcbfa9fd9d68ae1f6d8bbbdaf2 |
| identifier_str_mv | BONFANTI, V. S. C. Recalcamento e sistematização da escrita escolar. 2019. 62 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019. |
| instacron_str | UFG |
| institution | UFG |
| instname_str | Universidade Federal de Goiás (UFG) |
| language | por |
| network_acronym_str | UFG-2 |
| network_name_str | Repositório Institucional da UFG |
| oai_identifier_str | oai:repositorio.bc.ufg.br:tede/10812 |
| publishDate | 2019 |
| publishDateSort | 2019 |
| publisher.none.fl_str_mv | Universidade Federal de Goiás |
| reponame_str | Repositório Institucional da UFG |
| repository.mail.fl_str_mv | grt.bc@ufg.br |
| repository.name.fl_str_mv | Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
| repository_id_str | oai:repositorio.bc.ufg.br:tede/1234 |
| rights_invalid_str_mv | Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
| spelling | Freire, Silvana Matiashttp://lattes.cnpq.br/7161275903576726Freire, Silvana MatiasCarvalho, Maria Alice de SousaBurgarelli, Cristóvão Giovanihttp://lattes.cnpq.br/4519643599653267Bonfanti, Virgínia da Silva Camargo2020-09-29T11:49:29Z2020-09-29T11:49:29Z2019-12-19BONFANTI, V. S. C. Recalcamento e sistematização da escrita escolar. 2019. 62 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/10812I present a research about the acquisition of writing in a school environment based on the theoretical conceptions of language and subject as formulated by Psychoanalysis, especially in the works of Freud, Lacan and Pommier. I begin with a question to the graphophonic system that, because supposing that writing reproduces orality, writing is reduced to a technique whose assimilation depends on the development of motor skills. We realize, as teachers who deal with children of literacy age, that the distress experienced by most students when asked to write is not only linked to immature motor skills, as they are able to perform other motor activities that require more skill. than putting letter-like strokes together. What then would be at stake in the affliction that usually afflicts schoolchildren? In reflecting on this question, I could come up with another formulation: not only children, but also youth and adults who master the technique of writing, show suffering in front of a blank sheet of paper or a computer screen. This finding, also supported by theoretical readings in the field of psychoanalysis, led me to want to better understand the psychic events that are implicated in the act of writing. According to our observations, one of these events is linked to repression, one of the psychic operations that defines the way the subject confronts culture and stands before the principle of pleasure and reality. The objective of this research was to elaborate hypotheses about the writing of the elementary school students, following the repression action in their textual productions, considering the moment of appearance and disappearance of traces and drawings that are not under the symbolic order of the writing. standard taught at school and at the same time the installation of signifiers under the symbolic pact. By observing how the movement of writing acquisition occurs in the school, I was able to experience with students and their texts, ways in which movement towards writing occurs, this observation is only possible from the reactions presented by the children at the moment when Writing activities are requested, what we see appearing are manifestations ranging from standing still looking at the blank sheet of paper, to the situation of writing and then tearing the sheet so that the Other does not see what was written. There is no way to measure or say that psychic operations are being performed at that very moment, which we suppose is like the presence of a subject in the construction of the signifier who, despite the stumbling blocks, marks of his uniqueness is captured by language. This research was conducted as an educational product for the Professional Master's Degree Program in Basic Education Teaching at the Federal University of Goiás. (PPGEEB-CEPAE-UFG) 2017 to 2019.Apresento, neste estudo, uma pesquisa sobre a aquisição da escrita em ambiente escolar fundamentada nas concepções teóricas de linguagem e sujeito tal como formuladas pela Psicanálise, sobretudo nas obras de Freud, Lacan e Pommier. Inicio meu percurso sobre a aquisição da escrita elaborando questionamentos sobre o sistema grafofônico, pois para muitos professores a escrita reproduz a oralidade e se reduz a uma técnica cuja assimilação depende do desenvolvimento da motricidade. Percebemos, na condição de professoras que lidam com crianças em idade de alfabetização, que a angústia vivenciada pela maioria dos escolares quando solicitados a escrever não está ligada apenas a uma motricidade imatura, pois eles são capazes de realizar outras atividades motoras que requerem mais habilidade do que juntar traços em forma de letras. O que então estaria em jogo na aflição que, em geral, acomete os escolares? Ao refletir sobre tal questão, pude chegar a outra formulação: não só as crianças, mas também jovens e adultos que dominam a técnica da escrita, demonstram sofrimento diante da folha de papel em branco ou da tela de computador. Tal constatação, também sustentada por leituras teóricas no campo da psicanálise, levou-me a querer entender melhor os eventos psíquicos implicados no ato da escrita. De acordo com nossas observações, um desses eventos está ligado ao recalcamento, uma das operações psíquicas que definem o modo como o sujeito se defronta com a cultura e se posiciona diante do princípio do prazer e da realidade. O objetivo desta pesquisa foi elaborar hipóteses sobre a escrita dos escolares do 1° ano do Ensino Fundamental, acompanhando a ação de recalque em suas produções textuais, considerando o momento de aparecimento e desaparecimento de traços e desenhos que não estão sob a ordem simbólica da escrita padrão ensinada na escola e, ao mesmo tempo, a instalação de significantes que estão sob o pacto simbólico. Ao observar como ocorre a movimentação da aquisição da escrita na escola, pude vivenciar, junto aos alunos e aos seus textos, modos como ocorrem o movimento em direção à escrita. Essa observação somente é possível a partir das reações apresentadas pelas crianças no momento em que as atividades de escrita são solicitadas, com manifestações que vão desde a ação de ficar parado olhando para a folha de papel em branco até a situação de escrever e depois rasgar a folha para que o Outro não veja o que foi escrito. Não há como mensurar ou dizer quais operações psíquicas estão em execução naquele exato momento, mas se supõe a presença de um sujeito em construção do significante que, apesar dos tropeços, mostra marcas de sua singularidade capturadas pela linguagem. Esta pesquisa foi realizada como produto educacional para o Mestrado Profissional do Programa de Pós-Graduação em Ensino na Educação Básica da Universidade Federal de Goiás (PPGEEB-Cepae-UFG) 2017 a 2019.porUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Educação Básica (CEPAE)UFGBrasilCentro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)Attribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessSujeitoLinguagemEscritaRecalcamentoSubjectLanguageWritingRepressionCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMRecalcamento e sistematização da escrita escolarRepression and systematization of school writinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis505005005001370reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/ee1c9871-1d12-4ee7-b786-b211e391f8c3/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811http://repositorio.bc.ufg.br/tede/bitstreams/e698a30e-3030-453d-85c4-b64ec3c9e8f8/downloade39d27027a6cc9cb039ad269a5db8e34MD52ORIGINALDissertação - Virgínia da Silva Camargo Bonfanti - 2019.pdfDissertação - Virgínia da Silva Camargo Bonfanti - 2019.pdfapplication/pdf3095831http://repositorio.bc.ufg.br/tede/bitstreams/c188b12a-ab5a-4fed-9fff-b5d8d5153ad9/download9b6b84fe48047dc6a076bfb796ea8e39MD53tede/108122020-09-29 08:49:30.166http://creativecommons.org/licenses/by-nc-nd/3.0/br/Attribution-NonCommercial-NoDerivs 3.0 Brazilopen.accessoai:repositorio.bc.ufg.br:tede/10812http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttps://repositorio.bc.ufg.br/tedeserver/oai/requestgrt.bc@ufg.bropendoar:oai:repositorio.bc.ufg.br:tede/12342020-09-29T11:49:30Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
| spellingShingle | Recalcamento e sistematização da escrita escolar Bonfanti, Virgínia da Silva Camargo Sujeito Linguagem Escrita Recalcamento Subject Language Writing Repression CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
| status_str | publishedVersion |
| title | Recalcamento e sistematização da escrita escolar |
| title_full | Recalcamento e sistematização da escrita escolar |
| title_fullStr | Recalcamento e sistematização da escrita escolar |
| title_full_unstemmed | Recalcamento e sistematização da escrita escolar |
| title_short | Recalcamento e sistematização da escrita escolar |
| title_sort | Recalcamento e sistematização da escrita escolar |
| topic | Sujeito Linguagem Escrita Recalcamento Subject Language Writing Repression CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
| url | http://repositorio.bc.ufg.br/tede/handle/tede/10812 |