Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Oliveira, Silvia Santos |
| Orientador(a): |
Bassani, Marlise Aparecida
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Psicologia: Psicologia Clínica
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| Departamento: |
Faculdade de Ciências Humanas e da Saúde
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/29518
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Resumo: |
Viktor Emil Frankl (1905-1997) was an Austrian psychiatrist and neurologist, created Logotherapy, Third Viennese School of Psychology, of a phenomenological, existential and humanist nature, also conceived as Psychotherapy of the Meaning of Life, preceded by the schools of Freud and Adler. Logotherapy is situated in the sense of human existence, as well as in the discovery of women and men in this sense. Frankl understands the human being in three realities: biological, psychic and spiritual (noos), thus covering a different trajectory from Freudian Psychoanalysis and Adlerian Psychology, which consider the person from the biological and psychic realities, perspectives, for Frankl, determinists that disregard the totality of the human being. The present work was based on Frankl's theoretical conception, particularly in his anthropological perspective; in other words, in his vision of man, of the world, as well as of the meaning of life. In this perspective, according to Frankl's anthropological foundations, the present work aimed to present a reflection on the teaching practice in Early Childhood Education from the perspective of Logotherapy and Existential Analysis, in the period of the Covid-19 pandemic. Its scope was the researcher's trajectory as a teacher at the Municipal Early Childhood Education Network in São Paulo, during the covid19 pandemic. To make approximations between the psychological phases in the Concentration Field in the light of Logotherapy and Existential Analysis, as well as to analyze the Meaning of Life and the possible contributions of Logotherapy to Education. The autobiographical narrative was the methodological path chosen for the research, which favors finding meaning in life through life stories. With the advent of the pandemic, the teaching practice was shaken with the rupture of references and strategies that distanced themselves from the current educational reality at that time, thus giving rise to the constitution of a new paradigm for the exercise of teaching, and new identity arrangements. In this direction, I highlighted my pedagogical experience, during 2020, seeking to encompass the development, learning and construction of knowledge in the perspective of an integral education, not in terms of extending the time of schooling, but considering all human dimensions, from an education from Franklian anthropology, which encourages the student to discover meaning for his own life. Logotherapy and Existential Analysis, according to Viktor Frankl through the bias of education, favors the attunement of conscience, guiding the human being to respond to life's questions with freedom and responsibility through the experience of ethical and creative values, thus finding unique and unrepeatable meanings in each situation in a transcendent panorama. Thus, applying it to education is to enable a formation centered on meaning, directing the student to the meaning of his existence, because, otherwise, he will not form autonomous, critical and responsible citizens for his actions |
