Dissertations / Theses on the topic 'Social liberation psychology'

Liberation theology has played an important role for overcoming structural violence. Originating in Latin America, the movement continues to expand throughout the developed and developing world. Marxism and liberation theology share similar philosophies – showing preferential option to the poor. While many Marxists may believe that a solution to structural violence is alienating violence through justified revolution, the chance of success is limited. Liberation is a process, not an event. This essay identifies an alternative to liberation: applying the teachings of John Rawls and applying the Suffering Servant model of Jesus Christ. When we apply the Veil of Ignorance and the Difference Principle to liberation theology, we can realistically implement a system of equity in juxtaposition to the goals of a Marxist.

Social issues are becoming increasingly apparent. More people are experiencing the impact of social issues directly and through their media consumption. It is important to understand and reflect on our collective impact on the media and how the media affects the collective. The purpose of the present study was to evaluate the effects of a collaborative workshop (collective shaping) and a verbal community that examined media depictions of social justice and injustice related to context and power dynamics. The effects of the workshop were evaluated using an A-B design with multiple probe measures across three participants. During the pre-, probe, and post-training assessments, participants watched videos and responded to a written prompt. Results of the study suggest that written responses were not adequately trained during the workshop. However, anecdotally, participant's verbal responding shifted drastically during the training workshop. The results are discussed within the context of the training apparatus, effects the workshop had on the participants and researchers, and progression forward.

In the twenty-fifth anniversary edition of Reading the Romance , Janice Radway offers a new introduction in which she states that women continue to be limited in their access to discursive spaces where they can participate and engage equally. This thesis argues that women have created their own discursive spaces, or safe spaces, to compensate for their restricted access to the public sphere through book clubs. By utilizing a critical ethnographic approach and feminist theory, this thesis analyzes the communal constructs and safe space of one book club in the Midwest U.S. This critical ethnography of this book club provides an important perspective because its members are both heterosexual and lesbian women, thus providing an intersectional perspective about this safe space. After six months of data collection, three themes emerged: current events, family and personal experiences. By analyzing these themes I was able to conclude that these women have constructed a safe space that protected and fostered them through difficult and challenging times and experiences while also giving them the place to safely be themselves by exploring nontraditional gender roles and sharing their identities.

Thesis advisor: M. Brinton Lykes
Every day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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This work is circumscribed within the framework of School Psychology, as a field of application, research and intervention. Its development tried to discuss the application of the concept of limit-situation, created by Ignacio Mart?n-Bar?, to the context of early childhood education. The limit-situation refers to the situation that somehow plays negative impact to the development of children. We believe the development process as a dynamic and historically process detailed, so the discussion is linked to notions of risk, protection, vulnerability and resilience. Based on the principles of Liberation Social Psychology and the Historical and Dialectical Materialism, we made an analysis of field diaries produced by professionals of psychology who worked in an Municipal Kindergarten School during 2008 and 2009. Then, we delimited the dimensions of everyday life or elements of reality that characterized the occurrence of limit-situations in the view of key agents involved with the Early Childhood Education: psychology professionals, educators and families and / or children. This elements emphasizes the dimensions of violence, conflicting relations between the educational team members and breakdown of education politics.
Este trabalho est? circunscrito nos marcos da Psicologia Escolar, enquanto ?rea de aplica??o, pesquisa e interven??o. A sua realiza??o buscou discutir a aplica??o do conceito de situa??o-limite, delineado por Ign?cio Mart?n-Bar?, ao contexto da Educa??o Infantil. A situa??o-limite refere-se ? situa??o que, de alguma forma, exerce impacto negativo sobre o desenvolvimento das crian?as. Entendemos o processo de desenvolvimento como din?mico e historicamente circunstanciado e, portanto, a discuss?o sobre situa??es-limite no ?mbito do desenvolvimento est? vinculada ?s no??es de risco, prote??o, vulnerabilidade e resili?ncia. Fundamentados nos princ?pios da Psicologia Social da Liberta??o e do Materialismo Hist?rico e Dial?tico, realizamos a an?lise dos di?rios de campo produzidos por profissionais de psicologia que atuaram em uma Institui??o Municipal de Educa??o Infantil no per?odo de 2008 a 2009. Delimitamos, por meio de um processo construtivo-interpretativo, grandes categorias referentes aos elementos da realidade que caracterizassem a ocorr?ncia de situa??es-limite na vis?o dos principais agentes envolvidos com a Educa??o Infantil: os pr?prios profissionais de psicologia, os educadores e a as fam?lias e/ou crian?as. A elabora??o de tais categorias demonstra que estes elementos referem-se, prioritariamente, ? dimens?es de viol?ncia, rela??es conflituosas entre os membros da equipe educativa e desagrega??o das pol?ticas de educa??o.

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The objective of this research is - through historical research to understand the process of construction of the ethical-political project of the Liberation Psychology, in the textual work of Ignacio Martín-Baró. We used the materialism historical-dialectical as the theoretical referential. From our main research we have unfolded the following specific goals: a) understanding the historical roots of Martin-Baró´s thoughts b) identification of the main concepts of this author in the construction of a Liberation Psychology. The intellectual formation of Martín-Baró gave him a theoretical versatility uncommon in the recent history of Latin American´s psychosocial theories. His ethical-political project was directly influenced by horizon (quefazer) named by himself liberation. The concept was born of Latin American Liberation Theology, however his theory gives concrete connotation to it - it is not, just metaphysics liberation, but of the conditions of socio-political and economic oppressions. Beyond the Liberation Theology, Martín-Baró was influenced by existentialism and psychoanalysis (at first), later (more clearly) by the marxist theories. His theoretical project is characterized as revisionist-critical, and its ethics are based on the defense of specific interests of the exploited classes. The main concepts / categories and elements studied were: awareness, group processes, activity-conduct-attitude-action-political behavior, socialization, identity, ideology-ideologization, public opinion, fatalism, power, violence, specifics of war, religion, university and liberation. We also expose the ontological foundations that sustain its theoretical support. For Martín-Baró, the psychology science cannot be asked to intervene in socioeconomic mechanisms that promote inequality, but is encouraged to intervene in the subjective processes of scientific legitimation that support them. This work builds on and integrates researches done by NEHPSI (Núcleo de Estudos de História da Psicologia), which maintain a group of researchers focused on the study of Psychology from Latin America
O objetivo geral desta dissertação é - por meio de pesquisa histórica - apreender o processo de construção do projeto ético-político da Psicologia da Libertação na obra textual de Ignacio Martín-Baró. Para tanto, utilizamos o materialismo histórico-dialético como referencial teórico. Do norteamento principal desdobraram-se os seguintes objetivos específicos: a) apreensão das raízes históricas do pensamento de Martín-Baró; b) identificação dos principais conceitos do autor na construção de uma Psicologia da Libertação. A formação acadêmica de Martín-Baró possibilitou versatilidade teórica incomum na história recente das teorias psicossociais latino-americanas. Seu projeto ético-político foi influenciado diretamente pelo horizonte de quefazer denominado, por ele mesmo, de Libertação. O conceito foi cunhado da Teologia (latino-americana) da Libertação; entretanto sua teoria dá conotação concreta a ele não se trata, apenas, de libertação metafísica; mas sim das condições de opressão sociopolítico e econômicas. Além da Teologia da Libertação, Martín-Baró sofre influência do existencialismo e da psicanálise (num primeiro momento de sua obra), posteriormente (de forma mais nítida) de teorias marxistas. Seu projeto teórico caracteriza-se como revisionista-crítico; e sua ética baseia-se na defesa dos interesses concretos das classes exploradas. Os principais conceitos/categorias estudados foram: conscientização, atividade-conduta-atitude-ação-comportamento, identidade-socialização, ideologia-desideologização, opinião pública, fatalismo, processos grupais, poder, violência, guerra-especificidades da guerra, religião, educação-universidade e libertação. Expomos também os fundamentos ontológicos que sustentam seu edifício teórico. Para Martín-Baró a Psicologia pode não ser convidada a intervir nos mecanismos socioeconômicos que promovem desigualdade social, porém é incitada a intervir nos processos subjetivos de legitimação científica que os sustentam. Este trabalho dá continuidade e integra pesquisas feitas pelo NEHPSI (Núcleo de História da Psicologia da PUC-SP); que mantêm um grupo de pesquisadores voltados para o estudo sobre Psicologia desde América Latina

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Pontif?cia Universidade Cat?lica de Campinas
After the National Policy of Social Assistance (PNAS) approval in 2004 and the implementation of the Unified Social Assistance System (SUAS), the psychologist became a technical team member for this public policy services, launching officially a new work field. With this participation, the psychologist deals with the popular class demands, demanding from Psychology as science and profession new conceptions and practices that can contribute in an effective way for social change and better quality of life for the target users of these services. The aim of this research was to question the psychologist presence and work in the SUAS, to reflect and discuss critically about the actions, problems and dilemmas faced by the professional in this context. It is a qualitative research based on the principals of Dialectical and Historical Materialism, where analyses of the following sources of information were carried through: technical references from the Federal Psychology Council (CFP); field diaries composed by the researcher with reflections about the participation in public events on this theme (seminars, forums, debates, etc.). The analyses of these materials showed the contradictions between what is proposed by the PNAS and the CPF orientations, with what is carried through and experienced by the professionals practice. The research results revealed that although the SUAS participation presents a new work field for the psychologist, these professionals still reproduce old practices. This affirmation is due to the identification of actions that maintain a traditional psychology perspective that tend to focus in individual and subjective aspects to understand people s problems. In addition, the professionals complained about their education and the lack of a space for discussions about their practice, what often results in actions that don t achieve their intended goals. Apart form the education problem, which doesn t encompass this new context and field of work, the professional encounters in the SUAS services problems such as: inadequate work conditions due to the lack of physical infrastructure required for the services operation, also precarious working attachments. However despite the problems, the research also identified practices that converge with the SUAS demands such as: community participation and group works with a collective and participative bias. Furthermore, it was identified some strategies to overcome problems and dilemmas through collective organization and political participation of some professionals, for example, the SUAS workers forum.
A partir da aprova??o da Pol?tica Nacional de Assist?ncia Social (PNAS) em 2004 e implementa??o do Sistema ?nico de Assist?ncia social (SUAS), o psic?logo comp?e as equipes t?cnicas dos servi?os dessa pol?tica p?blica, inaugurando oficialmente um novo campo de atua??o. Com essa inser??o, o psic?logo lida com demandas das classes populares, o que exige da psicologia, como ci?ncia e profiss?o, novas concep??es e pr?ticas que possam contribuir de forma efetiva para mudan?a social e melhoria da qualidade vida do p?blico-alvo destes servi?os. O objetivo dessa pesquisa foi problematizar a inser??o e atua??o do psic?logo no SUAS, para refletir e discutir criticamente sobre as a??es, problemas e dilemas enfrentados pelo profissional nesse contexto. Trata-se de uma pesquisa qualitativa fundamentada no Materialismo Hist?rico Dial?tico, em que foram realizadas an?lises das seguintes fontes de informa??o: Refer?ncias T?cnicas do Conselho Federal de Psicologia (CFP); e Di?rios de Campo constru?dos a partir das reflex?es da pesquisadora durante a participa??o em eventos p?blicos sobre o tema (semin?rios, f?runs, debates etc.). As an?lises desses materiais explicitaram as contradi??es entre o que ? proposto pela PNAS e nas orienta??es do CFP com o que ? realizado e vivenciado pelos profissionais na pr?tica. Os resultados da pesquisa apontaram que apesar da inser??o no SUAS representar um novo espa?o de atua??o para o psic?logo, os profissionais ainda reproduzem velhas pr?ticas. Tal afirma??o deve-se ? identifica??o de a??es que mant?m a perspectiva de uma psicologia tradicional que tende a deter-se apenas aos aspectos individuais e subjetivos para a compreens?o dos problemas das pessoas. Ademais, os profissionais queixaram-se da sua forma??o e da falta de espa?o para discutir sua pr?tica, o que, muitas vezes, faz com que a repercuss?o de suas a??es n?o atinja os objetivos almejados. Al?m do problema da forma??o, que n?o atende a esse novo contexto de atua??o, o profissional ainda encontra nos servi?os do SUAS diversas outras dificuldades como por exemplo: condi??es inadequadas de trabalho devido ? falta de infraestrutura f?sica para funcionamento dos servi?os e v?nculos de trabalho precarizados. No entanto, a pesquisa identificou tamb?m pr?ticas convergentes com as demandas do SUAS como: a inser??o na comunidade e trabalhos em grupos com um vi?s mais participativo e coletivo. Foram ainda identificadas algumas estrat?gias de supera??o dos problemas e dilemas por meio da organiza??o coletiva e da participa??o pol?tica de alguns profissionais, como por exemplo, os f?runs de trabalhadores do SUAS.

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Universidade Estadual Paulista J?lio de Mesquita Filho
This research discusses the meaning of critical activities in the field of School Psychology from the concept of limit-situation outlined by Ignacio Mart?n-Bar? in the framework of Social Liberation Psychology. We start from the understanding that the absence of the school psychologist in the public school configures a gap between the critical perspective announced for the area and its characterization in practice. Assuming praxis as an ethical-political position we take our insertion into a Municipal Public Elementary School as a condition for considering this issue. Aiming to characterize or define which means the school psychologist s critical intervention we have proposed a counterpoint between the limit-situation category constructed by Ignacio Mart?n-Bar? within Social Liberation Psychology and some concepts developed by L. S. Vigotski in the framework of Cultural Historical Psychology. From this both ideas, considering the school as an environment that produces development we understand that limit-situations build a synthesis between events that indicate injury or difficulty to children s development and their possibilities, overcoming or reconfiguration. We talk about critical moments in the lives of school children which, dialectically, keeps the possibility of change in relationship with others. We defend the thesis that the psychologist s actions, daily at school, when directed by the identification and characterization of limit-situations can promote children s development in this context and thus reveal the meaning of what we call critical preventive intervention. The evidence supporting this thesis are organized in the methodological model we present in the basis of Historical Dialectical Materialism: scenes of everyday school s life. For this we prepared summaries of our actions in school and took them as a source for the design of real life stories acts. These act s construction was guided by the limit-situation as a unit of analysis. From the acts we have taken scenes and inside the scenes we analyzed the dynamic of limit-situations. At the end, we concluded that being daily in the school is a necessity for the psychology who wants to act critically.
Este trabalho discute o sentido da atua??o cr?tica no campo da Psicologia Escolar a partir do conceito de situa??o-limite delineado por Ignacio Mart?n-Bar? no ?mbito da Psicologia Social da Liberta??o. Partimos da compreens?o de que a aus?ncia do psic?logo escolar na escola p?blica instaura uma lacuna entre a perspectiva cr?tica anunciada pela ?rea e a sua caracteriza??o na pr?tica. Assumindo a pr?xis como uma posi??o ?tico-pol?tica, tomamos nossa inser??o em uma Escola P?blica Municipal de Ensino Fundamental como condi??o para a considera??o desta quest?o. Com o objetivo de caracterizar o que significa a atua??o cr?tica do psic?logo escolar, propusemos uma s?ntese entre a categoria situa??o-limite constru?da por Ignacio Mart?n-Bar? e alguns conceitos elaborados por L. S. Vigotski no aporte da Psicologia Hist?rico-Cultural. A partir desta s?ntese, considerando a escola como espa?o de promo??o de desenvolvimento, compreendemos que as situa??es-limite s?o aquelas que estruturalmente significam preju?zo, dificuldade ou impedimento para o desenvolvimento das crian?as, mas que, incorporadas ?s situa??es sociais de desenvolvimento, delimitam suas possibilidades de supera??o ou reconfigura??o. Falamos de momentos cr?ticos na vida escolar das crian?as que, dialeticamente, guardam a possibilidade de modifica??o na rela??o com os outros. Defendemos a tese de que as a??es do psic?logo, inseridas no cotidiano da escola, quando orientadas pela identifica??o e caracteriza??o das situa??es-limite, passam a constituir uma atividade favorecedora do desenvolvimento das crian?as neste contexto e, assim, delimitam o sentido do que chamamos de atua??o preventiva cr?tica. As evid?ncias que sustentam esta tese est?o organizadas no modelo metodol?gico que constru?mos ? base do Materialismo Hist?rico-Dial?tico: as cenas do cotidiano escolar. Para isso, elaboramos di?rios de campo como s?nteses de nossas a??es na escola e os tomamos como fonte para o delineamento de atos ou hist?rias da vida real dos atores do cen?rio escolar. Este delineamento foi iluminado pelo conceito de situa??o-limite como dimens?o de significa??o para a an?lise dos sentidos contidos nos di?rios de campo. Destes atos extra?mos cenas e dedicamo-nos ? an?lise das situa??es-limite objetivadas como dimens?es singulares, confrontadas com as particularidades que as constitu?ram. Esta an?lise concluiu que estar no cotidiano da escola ? condi??o para que o psic?logo atue criticamente no processo de desenvolvimento das crian?as no cen?rio escolar.

O presente trabalho é um estudo sobre as memórias de participantes de Comunidades Eclesiais de Base (CEBs) numa região paroquial de Santo André. Trata-se de tentar compreender as relações dialéticas entre a vida social e a subjetividade das pessoas que narram suas lembranças. Foi escolhido o procedimento de História Oral de Vida, a fim de captar o conjunto das experiências vividas, desde a infância até o momento presente, ao longo de suas trajetórias e reconstruídas na narrativa memorial de cada um. Os narradores percorrem suas lembranças, unindo-as a reflexões, avaliações, explicações e interpretações que tendem à formação de um sentido totalizante de vida. A fé, os compromissos sociais e políticos, os espaços, as relações sociais, os desenvolvimentos humanos, as respostas às dificuldades, os valores, o trabalho, as relações com o tempo e com os testemunhos pessoais, são alguns dos aspectos destacados das memórias neste estudo. O pesquisador constrói, com os narradores, algumas reflexões acerca dos aspectos que emergem das memórias, tendo a companhia de autores como Ecléa Bosi, Maurice Halbwachs, Karl Marx, István Mészáros, José Moura G. Filho, Guimarães Rosa, os teólogos da libertação, entre outros. O estudo teve como eixo 4 sujeitos e suas histórias de vida, enriquecidas por observações em espaços diversos e convivências com muitos outros participantes de movimentos e grupos afins às CEBs, especialmente no ABC.
This study is about the memories of the participants of Basic Ecclesial Communities (BECs) in a parish area in Santo André. The aim of this work is to understand the dialectical relationship between social life and the subjectivity of the persons who narrate their recollections. In order to capture the totality of life experiences from childhood until the present time (as they are rebuilt in the individual memorial narrative), the method employed is Oral History of Life. Narrators travel through their memories and unite them to reflections, critical evaluations, explanations and interpretations which tend to form a totalizing sense of life. Aspects as faith, political and social commitments, social relations and spaces, human developments, responses when faced with difficulties, values, work and the relationship with time and personal testimonies have all emerged from the recollections here gathered. The researcher builds some reflections with the narrators about the elements which arise from their narrated memories, resorting to authors such as Ecléa Bosi, Maurice Halbwachs, Karl Marx, István Mészáros, José Moura G. Filho, Guimarães Rosa, liberation theologists and others. This study is based on four individuals and their life histories and was enriched by observations in several different spaces and by the close personal relationship with many other militants of groups and movements related to the BECs, particularly in the region of ABC.

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Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq
This reasearch discusses the concept of ideology on the work of Ign?cio Mart?n-Bar?, the pioneer of Liberation Psychology. One of the most controversial concepts within the Social Sciences, ideology has a fundamental place in the work of this Spanish-Salvadoran psychologist, who considered this concept as a study object from Social Psychology. We start from the Dialectical-Historical Materialism and from present discussions about ideology on this theoretical tradition, also from debates about the referred concept on the modern social thought and on the international and Latin-American psychology, to reflect the author?s formulations. We focused on his formulations considering the whole of the work, the historical context of his productions, and the main conjunctural influences, like the Salvadoran civil war and the Liberation Theology. We have selected 22 texts from Mart?n-Bar? that presented in their titles and/or abstracts the concept of ideology and/or derived terms (ideologization and de-ideologization), and/or concepts of alienation and/or consciousness and analyzed them on the time sequence of their elaborations. Our analysis allows us to afirm that Mart?n-Bar? reflected about the possibilities of psychologists actions on the subjective dimensions of life producted by objetive situations of oppression and exploitation. It is in this way that he discusses ideology, considering that it changes its meaning throughout his work, one that is a synonymous of ?point of view?, and the other, more complex, known as a false consciousness that conceals and hides the social determinants according to the interests of the dominant class. Ideology foments in the dominated classes an alienated consciousness which prevents them from understanding their own reality, their own form and identity and to be the subject of their own story. Against this occulting and classist function that ideology possesses, the author claims for the de-ideologization as a way to deconstruct the dominant ideology, the disalienation to enable the individuals to overcome the alienated consciousness and both as components of a conscientization that aims to build new ways of critical consciousness and relations with a transformer and liberator horizon, politically oriented in favor of popular majorities.
Esta pesquisa discute o conceito de ideologia na obra de Ign?cio Mart?n-Bar?, precursor da psicologia da liberta??o. Um dos conceitos mais controversos no ?mbito das ci?ncias sociais, ideologia tem lugar fundamental na obra do psic?logo espanhol-salvadorenho, considerado por ele como objeto de estudo da psicologia social por excel?ncia. Partimos do materialismo hist?rico dial?tico e de discuss?es sobre ideologia presentes nesta tradi??o te?rica e de debates sobre o referido conceito no pensamento social moderno e na psicologia internacional e latino-americana para refletir sobre as formula??es do autor. Debru?amo-nos sobre suas formula??es levando em considera??o o conjunto de sua obra, o contexto hist?rico de sua produ??o e as principais influ?ncias conjunturais ?s suas produ??es, como a guerra civil salvadorenha e a Teologia da Liberta??o. Selecionamos os 22 textos de Mart?n-Bar? que apresentam em seus t?tulos e/ou resumos o conceito de ideologia e/ou termos derivados (ideologiza??o e desideologiza??o), e/ou conceitos de aliena??o e/ou conscientiza??o e analisamo-los na sequ?ncia temporal de suas elabora??es. Nossa an?lise permite afirmar que Mart?n-Bar? reflete sobre as possibilidades de a??o dos psic?logos nas dimens?es subjetivas da vida produzidas por situa??es objetivas de opress?o e explora??o. Pois ? neste sentido que ? discutido o conceito de ideologia, o qual, ao longo da obra, possui diferentes significados, um que ? sin?nimo de vis?o de mundo e outro, mais elaborado, como falsa consci?ncia que encobre e oculta os determinantes sociais segundo os interesses da classe dominante. A ideologia, por sua vez, fomenta nas classes dominadas uma consci?ncia alienada que as impede de compreender sua realidade, formarem uma identidade pr?pria e serem sujeitos de sua pr?pria hist?ria. Frente a esta fun??o ocultadora e classista que a ideologia possui e suas consequ?ncias, o autor reivindica a desideologiza??o como forma de desconstruir a ideologia dominante, a desaliena??o para possibilitar que os sujeitos superem a consci?ncia alienada e ambas como componentes da conscientiza??o que, orientada politicamente em favor das maiorias populares, visa construir novas formas de consci?ncia cr?tica e de rela??es com horizonte transformador e libertador.

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Pontif?cia Universidade Cat?lica de Campinas
The present work comes from the need to understand school violence from the perspective of students, as the result of an experience of developing a school violence prevention project within a public school (Project ECOAR - space of living, action and reflection). Considering the theoretical contributions of the Social Liberation Psychology, we conceive violence in the psychosocial perspective, which analyses violence as it emerges and get shaped in everyday relationships. We aim to understand which types of violence are lived by the students, as well the sense of violence to them, in order to raise some guidelines for dealing with this issue. Field diaries written by the staff of Project ECOAR over two years of intervention in school and photographs of posters made by the students with the theme "what is violence?" were used as source of information. With the analysis of these sources we could identify the instrumental value assigned to violence by the students, the naturalization of physical and verbal abuse and the disbelief in the way school deals with these issues. Thus, we draw a plan of school violence prevention based on five strategies: expanding the concept of violence through trainings of all scholar actors; creating activities of comprehensive development, focusing on sports and arts potential; creating spaces of democratic participation in school; developing actions that weaken the utility of violence, and finally, monitoring the development of students by school psychologists. We sustain, by the end, that this school violence prevention plan is only possible if Psychology integrates the school?s technical team.
Este trabalho parte da necessidade de compreender a viol?ncia escolar a partir da perspectiva dos estudantes, decorrente da experi?ncia de desenvolvimento de um projeto de enfrentamento ? viol?ncia no ?mbito de uma escola p?blica (Projeto ECOAR - Espa?o de Conviv?ncia, A??o e Reflex?o). Partindo das contribui??es te?ricas da Psicologia Social da Liberta??o, concebemos a viol?ncia na perspectiva psicossocial, que a analisa enquanto surge e se configura nas rela??es cotidianas. Buscamos compreender os tipos de viol?ncia vivenciados pelos estudantes, e quais os sentidos que eles lhe atribuem, visando o levantamento de diretrizes para o enfrentamento a esta quest?o. Foram utilizados os di?rios de campo escritos pela equipe do ECOAR ao longo de dois anos de sua interven??o na escola, bem como as fotografias de cartazes com o tema "o que ? viol?ncia?" produzidos pelos estudantes. A an?lise destas fontes de informa??o permitiu identificar o valor instrumental atribu?do ? viol?ncia pelos estudantes, a naturaliza??o das agress?es f?sicas e verbais e a descren?a na forma como a escola encaminha estas quest?es. Assim, tra?amos um plano de enfrentamento ? viol?ncia, pautado em cinco estrat?gias: a amplia??o do conceito de viol?ncia atrav?s de forma??es com todos os atores escolares; a cria??o de espa?os de desenvolvimento integral, com foco no potencial dos esportes e das artes; a cria??o de espa?os de participa??o democr?tica na escola; o desenvolvimento de a??es que enfraque?am a utilidade da viol?ncia, e por fim, o acompanhamento do desenvolvimento dos estudantes pelos psic?logos escolares. Defendemos por fim, que este plano de enfrentamento ? viol?ncia s? ? poss?vel se a Psicologia estiver presente como parte da equipe t?cnica da escola.

Internalized racism is a contributing factor to the inability of African Americans to overcome racism. (Speight, 2007) Because this is a cognitive phenomenon over which individuals can have agency, it is important to study, understand, and seek out ways that African Americans are able to gain a liberatory perspective in the midst of a racist society. By using colonization psychology and post-traumatic slave psychology to define the phenomenon, and Jackson's Black identity development model theory to ground and analyze participants' process of liberation, this study used phenomenological in-depth interviewing to understand the experiences of African American and Black women who have gained more consciousness of their internalized racism. The researcher interviewed 11 U.S. Born African American and Black women for an hour and a half to gain their understanding of internalized racism and liberation. The study found that Black and African American women in a process of liberation (1) move from experiencing lack of control to an experience of having agency; (2) gain agency from developing greater knowledge and pride of a positive black identity; (3) replace negative socialization with a knowledge of self; and 4) are supported in their liberation by a systemic analysis of racism. The study also found that (1) internalized racism and liberation are complexly defined phenomena, (2) participants continued to practice manifestations of internalized racism while practicing a liberatory consciousness, which confirms the theories of the cyclical nature of identity, and (3) racial identity development models offer a framework for understanding a transition from internalized racism towards liberation but lack clarity about how transformation actually occurs.

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.