Precaridade na Docência Superior de Psicologia em Cursos de Bacharelado : o caso do conceito do Super-eu no ensino de teoria psicanalítica

• Ano de defesa: 2012
• Autor(a) principal: Figueira, Maysa Ricardo da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Psicologia; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Psicologia; Ensino, Psicanálise; Educação Superior; Ensino de Psicologia; Psicanálise; Super-eu; Freud, Sigmund, 1856-1939.; Higher Education; Teaching of Psychology; Psychoanalysis; Superego; Ciências Humanas
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/3075

This work results from literature search and qualitative about the precariousness of teaching bachelors in Psychology in Higher Education and, in particular, emptying the contents theorists. This theme is justified before our teaching practice at this level of education and monitoring the gradual and continuous devaluation of theory and psychological science itself. The objectives are to examine the situation of teaching in higher education before the intensification of neoliberal ideology, which encourages rapid formations without deepening the theoretical foundations; analyze how a theoretical concept may suffer losses related to such conditions, imposed on Higher Education, in the case psychoanalysis and the concept of Superego. In order to illustrate the importance of conceptual appropriation from its theoretical foundations, in terms of methodology, exercitation us to analyze the concept of Superego from the study of Sigmund Freud's own texts, and not just of the intro text psychoanalysis or read by third parties of paper other texts ( author's interpreter). We hope that this research put in dissertation form contributes to the understanding of the current context that involves teaching in higher education, particularly in bachelors in psychology, which highlighted proudly and, contradictorily, the waiver theory. We also hope that the discussion presented contribute to the strengthening of the teaching activity anchored on ownership of the theoretical foundations of psychology, showing thereby the importance of reading the classics, from which one gathers a reading of man and society.