Modalidade de aprendizagem: o sintoma para além da significação
The present work aimed to present one of the central concepts of clinical psychopedagogical theory, the modality of learning and teaching proposed by Paín (1985, 1992) and Fernández (1991, 1994, 2001, 2004a, 2004b), their investigations are articulated with the ideas of Winnicott (1985) and Bollas (...
Guardado en:
| Autor principal: | |
|---|---|
| Publicado: |
2022
|
| Materias: | |
| Acceso en línea: | http://dspace.uces.edu.ar:8180/xmlui/handle/123456789/5952 |
| Aporte de: |
| Sumario: | The present work aimed to present one of the central concepts of clinical psychopedagogical theory, the modality of learning and teaching proposed by Paín (1985, 1992) and Fernández (1991, 1994, 2001, 2004a, 2004b), their investigations are articulated with the ideas of Winnicott (1985) and Bollas (1989) who pointed out the recognition of each person's unique style of learning and teaching, as a language of their own personality. We present a comparative study between two investigations that aimed to highlight learning, its vicissitudes in the subjective positions of subjects and the modality of learning and teaching, of teachers, students and parents. In the first investigation, the learning modality of 131 students who underwent additional studies and 10 teachers was analyzed. For content analysis, the life stories of 8 teachers and 5 students with learning-symptom problems who were literate in a RS-Brazil school. In the second, we worked with 4 families of children with learning-symptom problems, coming from CAPSI. Therefore, the projective-graphic test “Situación Persona Aprendiendo” by Fernández (1996) was used to analyze the unconscious symbolic meaning of the subjects' learning. It is concluded that the exclusion, the silences, the unsaid, are concrete or symbolic violence suffered by the subjects and we reaffirm the importance of family intersubjectivity in the production of the symptom. We found the participation of the dynamics of infantile sexual impulses in the intellectual inhibition caused by libidinal fixation and regression, introducing situations of disempowerment in the learning. |
|---|