Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Caixeta, Sueli Pereira
 |
| Orientador(a): |
Almeida, Sandra Francesca Conte de
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Cat??lica de Bras??lia
|
| Programa de Pós-Graduação: |
Programa Strictu Sensu em Educa????o
|
| Departamento: |
Escola de Educa????o, Tecnologia e Comunica????o
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Resumo em Inglês: |
The present doctoral thesis deals with the repercussions of students??? psychic suffering in the subjectivity and practice of professors. Aiming to understand the complexity that crosses the relation between professor and students in the academic environment , and the importance of considering such complexity as a relevant educational dimension, this research seeks to apprehend how the experiences of students??? psychic suffering affect the professor. The problem studied has been unfolded in the following questions: Why is the listening to the suffering demand addressed to some professors? What referral does the professor make to such demands? Institutionally speaking, what is the support the professor gets so that he or she can deal with this questions? And how does the students??? suffering situations touch the professors??? subjectivity and practice? The primary objective of this research is to investigate if the student??? suffering situation resonate in the subjectivity of the professor, also causing him or her suffering and implications in his or her pedagogical practice. To achieve this goal, the present study sought to set up the relation between the academic demands and the students??? and professors??? psychic suffering factors; debate aspects of the subjectivity of professors and students that have implications in the processes of teaching and learning; ascertain if the singular subjective position of professors made them recipient to listening students??? suffering through transference; describe the individual, coll ective and institutional coping strategies of professors??? suffering; and identify modalities of referrals made in students??? and professor??? suffering situations. This investigation has adopted as its theoretical background the psychoanalysis and its connect ions with education. Such a choice enabled the researcher to discuss the importance of some unconscious psychic records as relevant and peculiar elements presented in the relationship established by the professors with students and their profession, through the teaching and transmission of culture. The researcher has applied the intervention research method for the present study, and used devices for group and individual clinical listening to collect and construct data. Eight professors of a community highe r education institution based on the state of Rio Grande do Sul have participated at the investigation. In the data analysis, one used the construction of nuclei of meaning as a tool to apprehend the constitution of the meanings expressed by the subjects in their narrative about the psychic suffering and the repercussions in exercising their profession. One has also debated the following nuclei of meaning: students??? suffering, professors??? suffering, destitution of teacher???s place, position of the adult that teaches, and individual, collective and institutional coping strategies of suffering. The findings point out to the existence of psychic suffering of the student and its interference in the professor subjectivity, provoking malaise in the pedagogical practice; identify the main symptoms forming the professors??? suffering situation and relate them to the non - recognition of their profession in social terms by students and society; highlight the transference relation between professor and student as creative power of the teaching practice, as long as he or she clearly occupies the place of authority of the adult in the role of educating; identify the conflicts between generations as points of standoffs and production of teacher suffering. The results also point out the main coping and overcoming strategies of the psychic suffering used by the subjects. |
| Link de acesso: |
https://bdtd.ucb.br:8443/jspui/handle/tede/2115
|
Resumo: |
The present doctoral thesis deals with the repercussions of students??? psychic suffering in the subjectivity and practice of professors. Aiming to understand the complexity that crosses the relation between professor and students in the academic environment , and the importance of considering such complexity as a relevant educational dimension, this research seeks to apprehend how the experiences of students??? psychic suffering affect the professor. The problem studied has been unfolded in the following questions: Why is the listening to the suffering demand addressed to some professors? What referral does the professor make to such demands? Institutionally speaking, what is the support the professor gets so that he or she can deal with this questions? And how does the students??? suffering situations touch the professors??? subjectivity and practice? The primary objective of this research is to investigate if the student??? suffering situation resonate in the subjectivity of the professor, also causing him or her suffering and implications in his or her pedagogical practice. To achieve this goal, the present study sought to set up the relation between the academic demands and the students??? and professors??? psychic suffering factors; debate aspects of the subjectivity of professors and students that have implications in the processes of teaching and learning; ascertain if the singular subjective position of professors made them recipient to listening students??? suffering through transference; describe the individual, coll ective and institutional coping strategies of professors??? suffering; and identify modalities of referrals made in students??? and professor??? suffering situations. This investigation has adopted as its theoretical background the psychoanalysis and its connect ions with education. Such a choice enabled the researcher to discuss the importance of some unconscious psychic records as relevant and peculiar elements presented in the relationship established by the professors with students and their profession, through the teaching and transmission of culture. The researcher has applied the intervention research method for the present study, and used devices for group and individual clinical listening to collect and construct data. Eight professors of a community highe r education institution based on the state of Rio Grande do Sul have participated at the investigation. In the data analysis, one used the construction of nuclei of meaning as a tool to apprehend the constitution of the meanings expressed by the subjects in their narrative about the psychic suffering and the repercussions in exercising their profession. One has also debated the following nuclei of meaning: students??? suffering, professors??? suffering, destitution of teacher???s place, position of the adult that teaches, and individual, collective and institutional coping strategies of suffering. The findings point out to the existence of psychic suffering of the student and its interference in the professor subjectivity, provoking malaise in the pedagogical practice; identify the main symptoms forming the professors??? suffering situation and relate them to the non - recognition of their profession in social terms by students and society; highlight the transference relation between professor and student as creative power of the teaching practice, as long as he or she clearly occupies the place of authority of the adult in the role of educating; identify the conflicts between generations as points of standoffs and production of teacher suffering. The results also point out the main coping and overcoming strategies of the psychic suffering used by the subjects. |
