Psicanálise e Psicopedagogia : a aprendizagem do sujeito aprendente
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2011
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Edições Universitárias Lusófona
Resumo
O presente trabalho explora alguns dos aspectos mais significativos da aprendizagem e das possíveis dificuldades do aprendente no ato de aprender, colocando a relação do saber
como fator integrador entre ensinante – aprendente e aprendente – ensinante no âmbito de uma instituição escolar. O repertório explorado abarca a Psicanálise como enfoque
investigativo tanto da vida intrapessoal como da interpessoal desse aprendente. Mediante à contribuição da Psicanálise à Psicopedagogia frente aos transtornos de aprendizagem
surge o sujeito desejante do saber no processo de aprendizagem. Considerando as várias dimensões utilizadas para atingir soluções para os transtornos de aprendizagem, o
professor é o meio pelo qual o aprendente supõe alcançar este saber. Contudo, o conhecimento adquirido pelo o aprendente não é considerado como o ideal, ficando sempre algo
a ser satisfeito. Diante dessa insatisfação, poderá ocorrer o transtorno ou a dificuldade de aprender, considerando que frente à presença de maiores dificuldades, diminuem os
níveis de satisfação de aprendizado ao mesmo tempo que diminui o desejo de aprender. É nessa 'fratura' no processo de aprendizagem que entra o psicopedagogo com propostas
de intervenção, trabalhando não só a 'falta', mas a reintegração do desejo de saber. No desenvolver do artigo tecem-se algumas reflexões e propostas de intervenção,
focalizando não apenas os transtornos e as dificuldades, mas a formação global do aprendente no seu todo.
The present work explores some of the most meaningful aspects of the learning process and the possible difficulty of the individual who is learning putting that process of knowing has a integrate factor between Teacher - Student and Student - Teacher inside a School institution ambient. The explored report includes Psychoanalysis with a questioning focus inside the learner's life in an interpersonal aspect as well has in intrapersonal. Doing to the psychoanalyses contribution fronting some disorders of the learning process the individual wanting that knowledge emerges inside the learning process. Putting in perspective several dimensions used to achieve solutions to the disorders of learning, the teacher is the way which the learner will or intent to use to get that knowledge. However, the learner's knowledge to himself it's not considered ideal, standing always has something to be satisfied. In front of the dissatisfaction, the difficulties might appear in the learning process. However, in front of bigger difficulties, the dissatisfaction levels are reducing as well as the willing to learn. It's that "fracture" inside the learning process which fits the psychoanalysis professional with intervention proposals, working not only the lack, but also the reintegration of the willing to know. On the development of the research some reflections and proposals of interventions are explored, taking not only the difficulty, but also the global formation of the learner in his wall.
The present work explores some of the most meaningful aspects of the learning process and the possible difficulty of the individual who is learning putting that process of knowing has a integrate factor between Teacher - Student and Student - Teacher inside a School institution ambient. The explored report includes Psychoanalysis with a questioning focus inside the learner's life in an interpersonal aspect as well has in intrapersonal. Doing to the psychoanalyses contribution fronting some disorders of the learning process the individual wanting that knowledge emerges inside the learning process. Putting in perspective several dimensions used to achieve solutions to the disorders of learning, the teacher is the way which the learner will or intent to use to get that knowledge. However, the learner's knowledge to himself it's not considered ideal, standing always has something to be satisfied. In front of the dissatisfaction, the difficulties might appear in the learning process. However, in front of bigger difficulties, the dissatisfaction levels are reducing as well as the willing to learn. It's that "fracture" inside the learning process which fits the psychoanalysis professional with intervention proposals, working not only the lack, but also the reintegration of the willing to know. On the development of the research some reflections and proposals of interventions are explored, taking not only the difficulty, but also the global formation of the learner in his wall.
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EDUCAÇÃO, EDUCATION, APRENDIZAGEM, LEARNING, DIFICULDADES DE APRENDIZAGEM, LEARNING DISABILITIES, PSICOPEDAGOGIA, PSYCHOPEDAGOGY, PSICANÁLISE, PSYCHOANALYSIS