DISCIPLINA Listagem de Ementa/Programa



ÓrgãoPED Departamento de Psic.Escolar e do Desenvolvimento
DenominaçãoSeminário em Psicologia do Desenvolvimento 2
Início da Vigência em2015/1
Pré-requisitosDisciplina sem pré-requisitos
EmentaInício da Vigência em 2016/2

Estudos avançados de temas contemporâneos da Psicologia do Desenvolvimento. Embasamento teórico-metodológico em temas relacionados aos processos psicológicos e dinâmicas de desenvolvimento humano em diferentes contextos culturais.
Conteúdo variável a critério do Colegiado do Programa.

ProgramaInício da Vigência em 2012/2

Plano de disciplina
Unidade 1 - Bases epistemológicas da psicologia do desenvolvimento contemporânea: bases semióticas, culturais e dialógicas.
Unidade 2 - As noções de self/subjetividade e identidade como instancias integradoras dos processos de desenvolvimento segundo as perspectivas semiótico-culturais e dialógicas.
Sistema de avaliação
A avaliação constará de três dimensões:
- Preparação de resenha integrativa das leituras e discussões da Unidade 1. O trabalho poderá focar interrelaões entre as diferentes abordagens propostas, ou, aprofundar em uma das perspectivas estudadas (cultural, semiótica, dialógica). Entrega prevista para 11/01/2013. (Valor: até 30 pontos).
- Preparação de artigo, na forma de ensaio teórico, com possível destaque para um tema de aproximação entre a perspectiva da disciplina e o projeto de investigação em construção, pelo estudante. O texto deverá expressar a apropriação crítica de, pelo menos 50% da bibliografia obrigatória da disciplina. Entrega prevista para 22/02/2013. (Valor: até 60 pontos).
- Participação ativa, em aula e ambiente virtual. Entende-se por participação ativa a postura colaborativa, empenhada no avanço do conhecimento coletivo e pessoal, que contribui para que o grupo dê passos adicionais na formação acadêmica de cada um. (Valor: até 10 pontos).

Cronograma de Aulas
1 09/11 Apresentação do cronograma, da professora e da proposta. Introdução geral à temática do curso.
2 16/11 Recesso
3 23/11* Unidade 1 - Aula 1 Fávero, 2005. Desenvolvimento psicológico, mediação semiótica e representações sociais

Zittoun & Perret-Clermont, 2009. Quatro lentes sociais para a psicologia do desenvolvimento

Texto complementar: Lopes de Oliveira, 2003. Do sujeito das representações ao sujeito dialógico

4 30/11* Unidade 1 - Aula 2 Zittoun & Perret-Clermont, 2007. A noção de cultura na psicologia do desenvolvimento

Jahoda, 2012. Reflexões sobre a noção de cultura.
5 07/12* Unidade 1 - Aula 3 Cap. 1 a 4 - Markova, 2006. Dialogicidade e Representações Sociais.
6 14/12* Unidade 1 - Aula 4 Fernyhough, 1996 - a mente dialógica

7 21/12 Trabalho a distância - Ensaio integrativo da Unidade 1
8 11/01 Unidade 2 - Aula 1 (subjetividade e cultura) Kirshner ,2010. A subjetividade no modelo sociocultural
Zittoun, 2012. Sobre a emergência do sujeito

9 18/01 Unidade 2 - Aula 2 (identidade e cultura) Brubaker & Cooper, 2000. Para além da identidade
10 25/01 Unidade 2 - Aula 3 (identidade e cultura) Matusov & Smith, 2012. Identidade e sua implicação na transmissão cultural pela educação

Alphen, 2012. Identidades: nunca mais as mesmas
11 01/02 Unidade 2 - Aula 4 (a noção de self) Abbey & Falmaine, 2008. O self complexo.
12 08/02 Elaboração de artigo - versão 1
13 15/02 Unidade 2 - Aula 5 (a noção de self) Komatsu, 2012. A reticência temporal do self: quem pode conhecer o "meu self"?
14 22/02 Unidade 2 - Aula 6 Grossen & Orvig, 2011. Dialogismo e dialogalidade no estudo do self
15 01/03 Unidade 2 - Aula 7 Ragatt, 2012. O self dialógico e a terceiridade

Desdobramentos contemporâneos da psicologia do desenvolvimento
" Four social psychological lens for the developmental psychology (T. Zittoun & Perret-Clermont).
" The semiotic predicament of developmental psychology (Diederik F Janssen) não tenho o texto, procurer)
ABSTRACT - This article critically assesses various proposals for a cultural semiotics of maturity and developmental stages. Semiotic theories consider developmental subjectivity as a function of a person's progressive immersion into sign systems, and are key to a denaturalization and contextualization of the life-staged subject. A semiotic understanding of maturity inspired by the post-Marxist work of Jean Baudrillard suggests that neo-Marxist indictments of consumer society as alienating individuals either by 'hurrying' or infantilizing them, is complicit with a more profound and ambient naturalization of life stages. However, a look at Japan's 'cute culture' (kawaî karucha) is taken to suggest that both developmental psychology and its critique, may be, importantly sidetracked by late capitalist mass production and circulation of maturational markers. Various implications of this case study for developmental psychology are discussed.
" Markova, I. (2006). Dialogicalidade e representações sociais. Parte 1)
" Sociocultural Subjectivities Progress, Prospects, Problems (Suzanne R. Kirschner - COLLEGE OF THE HOLY CROSS)
ABSTRACT. Strongly constitutive sociocultural perspectives in psychology have become more developed and influential in recent decades, particularly during the past 15 years. These approaches include constructionist, discursive, relational, dialogical, and neo-Vygotskian theories. They diverge from one another in some respects, but are alike in that they all consider psychological processes, such as mind and self, to emerge out of social, cultural, and historical contexts. This paper explores some central themes and commitments that inhere in these approaches, particularly with regard to how subjectivity is historically and relationally constituted. It emphasizes the importance of further legitimizing them within psychology and adjacent disciplines. It also points out some current limitations, suggesting that they risk what social theorist Dennis Wrong called an "oversocialized" conception of human beings. KEY WORDS: activity theory, cultural psychology, culture, discursive psychology, hermeneutics, narrative, psychoanalysis, social constructionism
" Dialogism: The Diagotic Turn in the Social Sciences (ADRIANA AUBERT AND MARTA SOLER) - The Praeger Handbook of Psychology & Education, cap. 62 (pasta fda/dpe);

Abstract - Drawing on the work of Vygotsky, Bakhtin, Wertsch and others, I outline a framework for the study of the higher mental functions that views them as dialogic processes derived from interpersonal activity. According to this view, the higher mental functions develop through the progressive internalization of semiotically manifested perspectives on reality, such that mature functioning involves the simultaneous coming-into-conflict of differing internalized perspectives. I suggest that such an approach goes some way to account for the open-ended and unconstrained nature of higher mental functioning. I also consider some implications of this approach for current research in developmental psychology, with particular reference to the role of care-givers in mental development, the emergence of perspective-taking and mentalizing abilities in early childhood, and the deficits associated with early childhood autism.
" Psychology-Tensions between Objectivity and Subjectivity (Sven Hroar Klempe)
ABSTRACt - The self is often defined in terms of its presentational appearances.may easily end up in a denial of the internal aspects of the self, which is very often related to a tendency to avoid the tension between the internal and the external, but also between subjectivity and objectivity. In this paper this ambition is regarded in a historical perspective, in which Fichte and Hegel both represent attempts at abolishing the tension, whereas Kant and Kierkegaard represent the opposite. History shows that an eradication of the tension between subjectivity and objectivity implies a deterioration of psychology as well. Thus the conclusion is that psychology is primarily to be defined in terms of the tension between subjectivity and objectivity, which requires an accurate understanding and the inclusion of both of them. Keywords The self . Subjectivity . Objectivity . Modernity . Empirical psychology . Metaphysics

Dialogismo e processos de desenvolvimento humano
" Ingrids, Joseph. Dialogicality in Development . Parte 1 (capítulos 1 e 2)

" Developmental Discourse As an Author/Hero Relationship (Lakshmi Bandlamudi)
Dialogism views the individual as emerging from, operating within, and transactingwitha complex set of social relations in an ever-changing world. Mikhail Bakhtin, in his assessment of the Bildungsroman, provides general schematic frameworks for classifying various types of novelistic genres, and explains how some genres present a static image of the hero and the world around him, while others can account for the emergence of the hero in historical time. In this paper, some novelistic genres are applied to various theoretical models of human development, in order to identify the image of the developmental subject and his relationship to significant others. Bakhtin identifies the nature of spatio-temporal relations (chronotopic motifs) in various types of literary genres, and is persistent in pointing out the limitations of monologic discourses, as they are weak in temporal categories, and as such are incapable of accounting for the hero's development. Chronotopic motifs are extended to theories of development for a critical examination of cultural and historical processes in our discourses on development. It is concluded that a dialogical approach can offer a novel perspective on how cultural spaces and historical times mediate developmental phenomena and the phenomenon about development.

" Toward a Dialogical Perspective on Agency. PAUL SULLIVAN AND JOHN MCCARTHY
INTRODUCTION: In this paper, we place lived experience at the centre of thinking about agency. E.M. Bruner, drawing on Dewey (1934) and Dilthey (1976), argues that lived experience is concerned with our relationships with others including the emotions, sensuousness and values that are part of these relationships. It is clear that the social sciences are increasingly focussing on lived experience (see for example Bruner and Turner, 1986, Hicks 1996a, 1996b, 2000, Rosaldo, 1986, Shusterman, 1992) and it is our contention that such a focus on lived experience can enrich understanding of agency in people's lives by complementing the centripetal tendency of much cultural theorising with a centrifugal corrective.
" Social Categories Through a Psychological Lens (Kathryn E. Frazier, 2012)
ABSTRACT: Psychology's conventionally treatment of individuals' engagement with and resistance to the societal processes in which they are embedded has come under scrutiny amid the rise of postmodernist and critical feminist perspectives (among many others) in the social sciences. A sample of social psychology's responses to these critiques is presented in the recently published book, Social Categories in Everyday Experience edited by Shaun Wiley et al. (2011). In this essay, the challenges of seriously addressing the critiques of psychology's conventional treatment of social categories, which implicate fundamental assumptions of the discipline, are discussed. Further, it is argued that in order to effectively construct psychological accounts of political activism and social change amid theories that are increasingly cognizant of the complexities and contingencies of social embeddiness, the person must be reclaimed and revisioned. Notions of agency that complement an intersectional and systemic vision of the social world are discussed. Keywords Agency . Intersectionality . Social change . Social categories . Feminism.

O self e a identidade na abordagem dialógica:

RESUMO: Este artigo analisa o processo de formação da personalidade a partir da perspectiva do materialismo histórico e dialético. Esse processo ocorre em interação com as condições sociais objetivas da vida do indivíduo. Somente por meio da análise das alienadas relações sociais capitalistas é possível compreender-se a construção da subjetividade na sociedade contemporânea. Baseado nas contribuições teóricas de Lucien Sève e Aleksei N. Leontiev, este artigo formula uma análise crítica das abordagens que conceituam a personalidade
como algo existente independentemente das atividades sociais. Essa análise do papel que as relações sociais desempenham na formação da personalidade é fundamental se se pretende descobrir maneiras concretas pelas quais a sociedade pode promover o máximo desenvolvimento de cada indivíduo. Palavras-chave: Processo de personalização. Atividade. Consciência. Alienação.

ABSTRACT. Susswein et al's analysis of the existing discourse on internalization in psychology ontinues the dialogue within the socio-cultural field on the prioritization of personcentered (focusing on the "inside"<>"outside" separation) or communion-centered (emphasizing the core meanings of "participation", "mastery") tactics for theory construction. Taking the latter axiomatic stand, Susswein et al. decide not to build their account through the use of the internalization concept, persuading their readers to accept the notions of mastery and adaptation instead. In contrast, I start from the axiomatic perspective within which internalization is necessarily the central concept. My theoretical construction prioritizes subjective experiencing as culturally mediated through the personal construction of the self that coincides with re-construction of the cultural (semiotic) mediating devices. The multi-layer model of internalization/externalization guarantees the production of novelty and openness to innovation together with selective buffering of the intra-psychological affective and mental worlds through dialogical processes at the always ambiguous quadratic boundary of the unity of INSIDE/OUTSIDE and PAST/FUTURE functionally related opposites. Possible forms of dialogical processes at the transfer loci are discussed. Keywords: internalization/externalization, adaptation, axiomata in science, process models, boundary

" Culture, Self and Identity: Interactivist Contributions to a Metatheory for Cultural Psychology (John Chambers Christopher Montana State University, USA; Mark H. Bickhard, Lehigh University, Bethlehem, USA)
ABSTRACT A complete and thorough grasp of culture eludes psychology because of the pervasive dualism that pervades psychology and Western thought more broadly. Drawing on interactivism, a process model for human phenomena, we make two main points: first, culture cannot be reified, seen as distinct from the self, nor can it be treated as something objective or subjective; and, second, agency and culture are intertwined and distributed across levels of knowing. We explore how interactivism provides powerful resources for modeling the relationship between culture and the person and indicate how interactivism is generally compatible with social practice, hermeneutic, dialogical and narrative insights but situates them within a developmental ontology. We consider implications of interactivism for existing theories like internalization, self-construal theory and individualism-collectivism.
Key Words individualism-collectivism, interactivism, self-construal theory
" Beyond ``identity'' (ROGERS BRUBAKER and FREDERICK COOPER, University of California, Los Angeles; University ofMichigan)
INTRODUÇÃO: ``The worst thing one can do with words,'' wrote George Orwell a half a century ago, ``is to surrender to them.'' If language is to be ``an instrument for expressing and not for concealing or preventing thought,'' he continued, one must ``let the meaning choose the word, and not the other way about.''1 The argument of this article is that the social sciences and humanities have surrendered to the word ``identity''; that this has both intellectual and political costs; and that we can do better. ``Identity,'' we argue, tends to mean too much (when understood in a strong sense), too little (when understood in a weak sense), or nothing at all (because of its sheer ambiguity).We take stock of the conceptual and theoretical work ``identity'' is supposed to do and suggest that this work might be done better by other terms, less ambigous, and unencumbered by the reifying connotations of ``identity".
" Losing One's Voice: Dialogical Psychology and the Unspeakable (Matthew Adams)
ABSTRACT. The portrayal of the self as constitutionally dialogical is fast becoming an established and familiar feature of the psychological landscape. With growing influence and recognition comes a necessity to engage with critical dialogue, which has marked the concept's more recent development. Drawing on insights in psychology and Judith Butler's philosophy, it will be argued that the linguistic and voiced connotations of the dialogical self may be limiting a more complex understanding of the intersubjective constitution of selfhood. It is argued that pre-reflective intersubjectivity, unspoken and "unspeakable" aspects of self-dialogue, and active psychological processes of disavowal raise profound cultural and psychological questions about the role of the "voice" in the dialogical achievement of selfhood.
KEYWORDS: dialogical, disavowal, narrative, subjectivity, unconscious, voice
" Ver número temático sobre Bakhtin e a Psicologia, da Culture & Psychology

BibliografiaInício da Vigência em 2012/2

ABBEY, E.; FALMAINE, R. (2008). Modes of Tension Work within the Complex Self. Culture Psychology, 14(1), 95-113.

ADAMS, M. (2010). Losing One's Voice: Dialogical Psychology and the Unspeakable, Theory & Psychology, 20 (3), 342-361

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BRUBAKER, R. & COOPER, F. (2000). Beyond "Identity", Theory and Society, 29, 1-47.

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FRAISER, K. E. (2012) Reclaiming the Person: Intersectionality and Dynamic
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KIRSHNER, S.R. (2010). Sociocultural Subjectivities: Progress, Prospects, Problems. Theory & Psychology, Integrative Psychological Behavior, 46, 20 (6), 765-780. DOI: 10.1177/0959354310375745

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