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1
Kata-Christophe, Anna. « Les énoncés du Surmoi : le Surmoi complexe ou le complexe du Surmoi ». Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2074.
Texte intégralRésumé :
Au travers de la thèse j’interroge l’instance de Surmoi en insistant sur son aspect processuel. Le processus surmoïque est constant et très complexe. Ce travail dynamique et topique du Surmoi est lié avec le travail économique de constellation des énonces catégoriques surmoïques qui encadrent et réorganise le mouvement psychique. La constellation des énoncés surmoïques comme une sorte de langage interne est construit dans le lien intersubjectif entre des sujets. L’énoncé c’est un message transmis par l’autre. L’autre apparait comme ancien l’énonciateur qui a laissé des traces dans la réalité psychique et aussi comme celui qui énonce et qui existe dans la réalité actuelle. Je propose l’hypothèse du Surmoi comme la modalité de passage entre le sujet et la culture sous angle des énonces surmoïques venu de l’autre dans les liens par le biais du processus d’identification multiple, ce que construit de la toile de Surmoi multiple. Le Surmoi multiple permet de dépasser la problématique de la paradoxalité et de l’ambuiguité du Surmoi et permet de voir sa double inscription, pulsionnelle et culturelle à la fois. L’autre qui est inscrit dans son environnement groupal prolonge mon hypothèse à ce qui se passe entre le sujet et le groupe est véhiculé dans l’espace psychique interne du Surmoi ce que je montre au travers de la clinique des sujets en malêtre et en crise et avec une fragilité identitaire. Je tente une réflexion sur la capacité contenante de l’institution, représentée par un groupe social institué (le groupe des soignants, le groupe des éducateurs, des professeurs) qui sont placés dans une référence culturelle donnée. Je propose de voir le groupe comme espace potentiel constituant la groupalité interne du Surmoi comme une toile signifiant. Le Surmoi multiple est à la frontière psychique et il est aussi la forme potentielle entre ce qui est intrapsychique et intersubjective. La fonction de l’autre à travers ses énoncés liés au contexte d’énonciation, est un fil rouge. La thèse tente de montrer que l’énoncé de l’autre organise une scène fournissant une forme potentielle comme une des traces multiples et surmoïques de l’autre chez un autre. La consciance morale – le sens interne qui guide est situé dans le Surmoi autant que la moralité et la culture interiorisé. Les lois sociales et la métacadre permettant de „vivre ensemble” fondent la condition humaine d’un sujet dans l’intitution. La clinique montre que les sujets qui souffrent déposent leur malêtre dans le groupe, qui s’organise comme une scène. Quand la culture portée par ce groupe possède les principes donnant un dispositif opérant, le cadre acquiert aussi une fonction contenante. Le lien entre le sujet et autrui est vu comme un échange d’une scène à une autre scène, ce qui convoque la figure de l’intrus et de l’étranger. Dans la rencontre avec le sujet il s’agit de transformer l’intrus en étranger familier. Par conséquent la quête du lien d’altérité est mise en questionThrough this thesis I question the Superego instance, emphasising its processing aspect. The Superego process is constant and very complex. The dynamic and topical work of the Superego is linked with the categorical, economic work of togetherness of statements that frame and reorganise the psychological movement. The togetherness of Superego statement as a sort of internal language is built in the inter subjective link between persons. The statement is a message transmitted by the ‹ Other ›. The Other appears as the former speaker who has left traces in the psychic reality of the person and also exists and sets the current reality. I propose the hypothesis of the Superego as a transfer mode between the person and his surroundings culture in terms of Superego statements passed from the ‹ other › within the bounds of multiple identifications. A process that builds the canvas of a multiple Superego. Multiple Superego overcomes the problem of paradoxical and ambiguity of simple Superego and demonstrates its double registrar, both drive and cultural. The Other one, registered in his group environment prolongs my hypothesis of what happens between the person and his group carried in the internal psychic space of the Superego. I demonstrate this with clinical cases, the persons with fragile identity in identity crisis. I try to reflect on the restraining capacity of the Institution , represented by an establish social group (eg the caregiver group, the educator group, the teachers) which is placed in a given cultural reference. I propose to see the group as a potential element (space) that will look into the multiple Superego as a workable canvas. Multiple superego is as the psychological border and it is also the potential form between what is intrapsychic and intersubjective.The mental capacity and the function of the other one through his speaking statements related to his surrounding context is a red string of this thesis. The thesis attempts to show that the speaking statement the other one arrange both groupal and psychic space like an scene providing in potential possibility in a multiple traces of superego of the other in another.The moral consciance - the internal sense which guide is located in the Superego as much as internalized morality and culture. Social laws and meta-framework for "living together" based the human condition of each person in intitution. The clinic case shows the suffering person who deposit their pain and ilness on the group, which get organized as a psychic scene. When the culture carried by this group has the principles giving an operating device, the framework also acquires a containing function. The relationship between two persons or person and the others is seen as an exchange from one psychic scene to another, which is associated with problematic of un intruder and un uncanny. In this case the encounter consiste to transform the intruder in familiar uncanny. Away the quest of otherness (alterity) is in question
2
Greiveldinger-Winling, Charles. « Le surmoi ou la disjonction : détermination d'un concept psychanalytique : le surmoi ». Montpellier 3, 2007. http://www.theses.fr/2007MON30027.
Texte intégralRésumé :
En 1914, dans Pour introduire le narcissisme, Freud invente l’“idéal du moi”. En 1922 - 1923, dans Le moi et le ça, le “surmoi”. L’hypothèse est que cet écart entre deux mots traduit les deux “temps” de la mise en place d’une même “instance”, que la distinction de Rosenzweig entre “origine” et “commencement” peut illustrer, la vie s’y jouant comme humanité de l’homme, devenir subjectif et partage communautaire. Ce maintien de la prise en compte du doublet freudien Über-Ich – Ideal Ich va conduire, grâce à Levinas, à la révélation du surmoi comme disjonction ; une disjonction confirmée ensuite par Lacan, et qui rend possible de passer du temps chronologique au temps logique. Le même écart va permettre d’articuler, en psychanalyse, refoulement originaire et refoulement proprement-dit, tout en dégageant parallèlement, en philosophie, l’affirmation d’un lien entre la raison et l’éthique, puis la nécessité d’une critique même de la raison par la raison. A la notion de disjonction manque encore celle de culpabilité. Le Livre de Samuel éclaire, avec le drame du Destin du roi Saül, cet autre versant du surmoi comme culpabilité originelle. Son pays menacé par l’ennemi, le roi s’adresse à Dieu, mais Dieu ne répond pas. Saül interroge alors une nécromancienne qui, à l’aide de la ventriloquie, “fait parler” Dieu. Cette imposture qui ne parvient pas à masquer le silence de Dieu – signe de quelle faute ancienne par Saül commise ? – pousse celui-ci, confronté à une indicible horreur, à se donner la mortIn 1914, in On Narcissism : an Introduction, Freud invents the “ego ideal”. In 1922 – 1923, in The Ego and the Id, the “superego”. The hypothesis is that this gap between two words is the expression of the two “periods” of the settlement of the same “instance”, that Rosenzweig’s distinction between “origin” and “beginning” can illustrate, life is here becoming human life, subjective process and communal share. Thanks to Levinas, the fact of taking into account these two Freudian terms “Uber Ich” – “Ideal Ich” will lead to the revelation of the superego as a circuit break : a circuit break subsequently confirmed by Lacan, which makes it possible to pass from chronological time to logical time. In the psychoanalytical field, this same gap will permit one to articulate the distinction between primal repression and repression, while, bringing out at the same time, in the philosophical field, the affirmation of a link between reason and ethics, then the need to even criticize reason by reason. Still missing from the notion of circuit break, is the notion of guilt. The Book of Samuel and the drama of the Destiny of King Saul, highlight this other side of the superego, like primary, original guilt. His land threatened by the enemy, the king addresses a prayer to God but God does not answer. Therefore Saul turns to a necromancer, who, through ventriloquism, has God “speak”. This masquerade, which is nevertheless unable to mask God’s silence – a sign of what former offence, sin committed by Saul ? – compels him, when confronted with unspeakable horror, to kill himself
3
Rossi, Giovanni. « Surmoi et destin du surmoi chez la mère de l'enfant en situation de handicap mental ». Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00952971.
Texte intégralRésumé :
La clinique de l'enfant en situation de handicap est une clinique très complexe. Les défenses psychiques mises en place par les familles et plus particulièrement par les mères pour faire face à la souffrance engendrée par le handicap rendent les relations transférentielles très difficiles à mettre en place. Les principales observations mettent en évidence des faits cliniques qui apparaissent avec une certaine fréquence dans la plupart des familles : omniprésence de la mère autour de la prise en charge de l'enfant et disparition du père symbolique du dispositif familial. L'absence de tiers paternel quiest sensé symboliser la métaphore oedipienne, entraîne une attitude de la mère ambivalente à la suite de laquelle l'enfant devient une sorte d'objet de jouissance à l'instar du fétiche pour le pervers. Sans altérité, sans tiers, faire le deuil du diagnostic devient bien souvent impossible et cela entraîne souvent un déni du handicap accompagné de l'apparition d'un discours teinté de persécution et d'une rivalité entre les différentes personnes qui gravitent autour de l'enfant et les mères. À l'instar de l'enfant unique qui, à la naissance d'un petit frère, peut régresser psycho-affectivement (ex : il était propre, il redevient sale) la mère à la suite du traumatisme engendré par l'annonce du handicap subirait une régression psychique causée par l'effondrement de l'idéal que l'enfant en situation handicap mental produit chez la mère. Cette thèse veut démontrer que ces attitudes sont, selon nous, le fruit d'un bouleversement principalement surmoïque. Nous avons voulu aborder cette thèse sous l'angle du Surmoi car nous pensons qu'aucune clinique comme celle de l'enfant en situation de handicap ne nous confronte autant à cette notion de critique, censure et jugement pour départager le normal du pathologique.Nous avons émis l'hypothèse que suite à l'annonce du handicap, la mère normalement pacifiée par le Surmoi paternel oedipien (le Surmoi Freudien), basculerait dans un positionnement surmoïque pré-oedipien (le Surmoi Lacanien etKleinien). À travers une étude du concept de Surmoi et la mise en lien avec le féminin nous nous proposons, par le biais de cette thèse, de faire des liens entre la clinique et la théorie. Plusieurs vignettes cliniques viendront étayer nos propos et in fine, nous décrirons notre démarche clinique thérapeutique qui vise à la ré-introduction du tiers paternel symbolique et de permettre à la mère de faire le chemin inverse.
4
Cardoso, Marta Rezende. « Surmoi et theorie de la seduction generalisee ». Paris 7, 1995. http://www.theses.fr/1995PA070112.
Texte intégralRésumé :
Cette these , consacree au theme du surmoi, developpe une hypothese consistant a concevoir la genese de cette instance comme situee du cote de l'originaire. La "theorie de la seduction generalisee" de jean laplanche a apporte les elements fondamentales a cette demarche. Le caractere enigmatique et violent du surmoi a fortement suscite notre interet nous engageant dans d'autres voies que celle, classique, d'un heritage du complexe d'oedipe. "l'inquietante etrangete" de cette instance nous a oriente vers la problematique du pouvoir de l'autre, la passivite originaire, la culpabilite. . . Ces questions constituant quelques axes majeurs de cette reflexion centree sur l'aspect implacable du surmoiThis work devoted to the study of the super-ego develop a hypothesis about the genesis of such an agency as located on the side of the primary. Jean laplanche's theory of "generalized seduction" brought new elements essential to such an attempt. The highly uncanny and violent characteristic of the super-ego interested us immensely leading us through news paths quite different from the classical ones, i. E. As an heir of the oedipus complex. The "uncanny" character of this agency lead us towards a problematics of the other person's power, the primary passivity, guilt. . . These questions are all at the heart of a reflexion centered around the relentless of the super-ego
5
Morales, Molina Ramon Humberto. « Famille contemporaine, autorité, surmoi et nouvelle personnalité de base ». Brest, 2006. http://www.theses.fr/2006BRES3203.
Texte intégralRésumé :
L'auteur part du modèle conceptuel sur la Famille Contemporaine proposé par Lazartigues (2000) dans laquelle le Consensus a remplacé l'Autorité et l'Hédonisme le Devoir. Les références psychanalytiques se situent dans l'œuvre de Freud et Lacan et l'analyse du Surmoi comme instance représentant dans le monde interne l'autorité et l'interdit et son évolution avec l'évolution de la famille. La référence anthropologique c'est la " personnalité de base " (Kardiner 1939) qui relie la structure de personnalité commune d'une population à l'organisation du groupe social auquel les sujets appartiennent. Les modifications de l'organisation des sociétés et de la famille entraînent des changements dans leur référents culturels et de la personnalité de base. Dans le modèle conceptuel l'autorité du père ne représente pas l'axe organisateur et le Surmoi s'élabore à partir des pratiques réelles des parents et conduit à l'établissement d'une nouvelle personnalité de base : la personnalité narcissico-hédonisteThe author leaves the conceptual model on the Contemporary Family proposed by Lazartigues (2000) in which the Consensus replaced the Authority and the Hedonism the Duty. The psychoanalytical references are in the work of Freud and Lacan and the analyses Super-ego like authority representing in the world interns the authority and the prohibited and its evolution with the evolution of the family. The anthropological reference it the “basic personality” (Kardiner, 1939) which connects the structure of personality common the population to modifications of the organization of the social group to which the subjects belong. The modifications of the organization of the companies and the family involve changes in their cultural referents and of the basic personality. In the conceptual model the authority of the father does not represent the organizing axis and the Super-ego the works out to leave the real practices of the parents and conduit with the establishment of a new personality : personality narcissist-hedonist
6
de, Amorim Fernando Jorge. « La fatigue chronique et sa relation avec le surmoi ». Paris 7, 2009. http://www.theses.fr/2009PA070019.
Texte intégralRésumé :
Ce travail vise a démontrer la relation entre le syndrome de fatigue chronique et le surmoi ; pas tout-à-fait le surmoi freudien, celui déjà civilise, mais un surmoi « féroce et obscène ». L'auteur étudie la fatigue en médecine pour ensuite lire la notion de fatigue et du surmoi historiquement. Il fait l'hypothèse que s'il y a « clinique du partenariat » et « conification du transfert » (cote médecin-psychanalyste) et que l'être occupe la position de psychanalysant (cote patient), la clinique aura plus des possibilités thérapeutiques de saisir la logique de la fatigue chroniqueThis work wants to demonstrate the connection between the chronic fatigue syndrome and super-ego; not the freudian civilizated one, but a super-ego 'tierce and brutal". The author studies the fatigue in medicine for then articuled historically the concept of fatigue and super-ego. He speculates that if there is "partnership"s clinical" and "conifying transference" (on the side medical practitioner - psychoanalyst) and if the beeing is analysand (on the side of patient), the clinical would have much more therapeutic opportunities to get the logical of the chronic fatigue
7
Prin, Christian. « Excentration, extimité, hiatus : le réel se situe dans l'intervalle : structure et temps, excentration et extimité ». Paris 8, 2004. http://octaviana.fr/document/184660149#?c=0&m=0&s=0&cv=0.
Texte intégralRésumé :
Une série de formulations apparemment homologues se conjoignent, qui, de philosophie en fin de la philosophie et jusqu'aux clôtures de l'anti-philosophie, laissent problématique la superposition toujours possible de propositions cruciales de la dialectique (entendre prédominance du processus) et de " la structure ". Un point de réel, comme impossibilité de la modalité logique, introduit le principe d'inconsistance au coeur-même des logiques contemporaines, parallèlement au principe de contradiction interne comme noyau rationnel. C'est cet écart qui est interrogé, sur le spectre des trente années passées, où le " schème " dialectique a à expérimenter un élément qui le nie : Lacan. La catégorie de temps est donc tout spécialement visée, ainsi que celle de jouissanceA series of apparently homologous formulations are conjoining, which, from philosophy to end of philosophy and to the anti-philosophy closures, leave problematic the always possible superposition of crucial proposals of dialectic (to hear prevalence of the process) and of " structure ". A point of real (réel), like impossibility of the logical modality, introduces the principle of inconsistency in the heart itself of contemporary logics, parallel to the principle of internal contradiction like rational core. It is this gap which is questioned, on the thirty year old spectrum spent, where the dialectical " schema " has to try out an element which denies it : Lacan. The category of time thus in particular is aimed, like that of jouissance [i. E. As distinct from the pleasure]
8
Manfredini, Aurélia. « Métapsychologie du sujet interdit pour une clinique du dompte-regard ». Thesis, Nice, 2014. http://www.theses.fr/2014NICE2048.
Texte intégralRésumé :
Auprès du sujet sans «activité» (chômeur, allocataire du revenu minimal…) la pratique du clinicien évolue dans le champ de l’exclusion: entre principe de renoncement et logique de culpabilité, la dimension du mal-vu, suscitée par l’épreuve de l’impossible achèvement de l’action sociale, peut se révéler dans les discours des politiques sociales et des professionnels du secteur médico-social. S’ouvre ainsi la piste d’une clinique du Malaise. De plus, une posture singulière se profile où le sujet fait son entrée sur l’espace social soit par la plainte somatique, reconnaissable par la dimension d’injustice comme processus de déplacement, soit par le registre de l’obscénité de la scène du réel: d’une démonstration à une pure monstration –en montrant des clichés d’imagerie médicale, voire des parties du corps –la voie d’une clinique du Trauma semble se dégager également. Ce travail vise à proposer au lecteur une élaboration métapsychologique du sujet interdit, soit le sujet qui se montre incapable de répondre de l’impossible, se soumet à la loi surmoïque et manœuvre avec ce que Lacan définit de la fonction du tableau. Afin d’apaiser la relation avec l’Autre autorité, dont le pouvoir interdit le sujet de parole et de savoir, il met en place une tentative désespérée par le dispositif du «donné à voir» pour éprouver l’élision du regard; c’est un pouvoir capable de réduire la portée de l’œil féroce et vorace. A la croisée du malaise et du trauma, cette étude s’attache à présenter une clinique du Dompte-regardWith an “inactive” individual (unemployed, beneficiary of social security...) the work of a clinician revolves around the field of exclusion: between the principle of renunciation and the sense of guilt, the dimension of the ill perceived, created by the ordeal ensuing the impossibility to achieve some kind of completion of social action, can come to light in the discourse on social policies and of professionals in the medical and social sector. This opens the path of a clinic malaise. Moreover, a singular posture looms where the individual enters the social arena. This posture either surfaces through a somatic complaint which is recognizable by the dimension of injustice as a moving process, or through the exposition of the real in an obscene way: from a mere explanation to a monstrous account of this reality -showing medical imaging , even body parts –the path to a trauma clinic seems to emerge as well. This work aspires to offer the reader a metapsychological elaboration of the dumbfounded individual, in other words, an individual who is unable to surmount the impossible, is submitted to the superego law and has to maneuver with what Lacan characterizes as the function of the painting. In order to appease the relationship with the Other authority whose power prohibits the individual of speech and knowledge, he sets up a desperate attempt through the method of “offered to view”, in order to test the elision of scrutiny; it is a power capable of reducing the scope of the ferocious and voracious eye. At the crossroads between discomfort and trauma, this study focuses on presenting a clinic of Dompte-regard
9
campos, Adriana. « « J’ouïs ! », la soumission au temps des non-dupes : sur le surmoi à notre époque ». Thesis, Paris 8, 2018. http://www.theses.fr/2018PA080117.
Texte intégralRésumé :
Notre thèse aborde l’étude de notre époque à partir du concept psychanalytique que Freud a situé dans le joint entre la subjectivité et la civilisation : le surmoi. Que devient le surmoi à l’époque où les sujets n’adhérent plus aux prescriptions du père et de la tradition ? Quels sont les impératifs qui s’imposent aux sujets dans l’époque des non-dupes ?Le concept du surmoi apparaît de manière moins claire lorsque nous essayons de situer précisément ce qu’il est son caractère paradoxal fait obstacle à une définition univoque. Nous consacrons la première partie de notre thèse à tirer au clair ce qu’est le surmoi.Deuxièmement, nous appliquons le concept du surmoi à la compréhension d’un aspect clinique précis de l’époque contemporaine, que nous avons nommé « la tristesse ordinaire » et à un phénomène social précis qui relève nettement de « l’appel à la jouissance pure » du surmoi, le djihadisme. Mais pour cerner ce dernier, nous faisons retour aux trois religions monothéistes qui, tout en étant très anciennes, sont de nos jours encore bien présentes dans la civilisation occidentale : le judaïsme, la catholicisme et l’Islam. Dans notre recherche à leur sujet, nous tentons de situer la manière dont chacune de ces religions traite la question de la faute, qui est l’essence même du surmoi. heardThis thesis approaches the study of contemporary society by the application of the psychoanalytic concept, which was placed by Sigmund Freud at the junction of subjectivity and civilization: the superego. What becomes of the superego when subjects no longer adhere to the father’s or the tradition’s dictates? Which imperatives command at the time of non-dupes?The concept of the superego is not easily definable. As we try to understand what it is, its paradoxical character impedes an unambiguous definition. For that reason we dedicate the first part of this thesis to clarify what the superego is.Once this task is achieved, we apply the concept of the superego to understand two concrete issues. Firstly, a specific clinical aspect of the contemporary era, which we have called "ordinary sadness"; and secondly, a specific social phenomenon that clearly falls within the notion of the "call of pure jouissance”, namely jihadism. To better situate the latter, we go back to the three monotheistic religions that, despite being ancient, are still present today in Western civilization: Judaism, Catholicism and Islam. We try to establish how each of these religions addresses the notion of fault, which is at the essence of the superego
10
Marx, Mélinda. « La question du Père : une lecture psychanalytique : entre « choix du héros » et « acte d'une femme » ». Thesis, Rennes 2, 2015. http://www.theses.fr/2015REN20017.
Texte intégralRésumé :
S. Freud et J. Lacan, tout au long de leur élaboration ne cesseront, chacun à leur façon, de réaffirmer la place fondatrice, logique, du père dans la structuration du sujet. Position peu reconnue par les théories post-freudiennes, et qui trouvepourtant aujourd'hui une nouvelle actualité dans une culture situant dans le déclin du père la source de son malaise.« Qui est le père ? », « qu'est-ce qu'être père ? », « quoi dire au père ? ».... Le père pose de fait une question qui affronte le sujet à un réel, à un impossible à dire, tout en lui permettant de s’écrire.Ce travail de thèse se propose, d'une part, de montrer comment se pose et s’élabore la question du père chez Freud et Lacan. D'autre part, de ressaisir cette question dans sa fonction de nouage d'un « impossible à dire » et d'un « possible d'écrire », d'où va se déplier la logique d'une clinique du sujet en impasseS Freud and J. Lacan, throughout their elaboration will not stop, each in theirway, reaffirming the founding, logical place, of the father in the structuring of the subject. Position little recognized by the post-Freudian theories, and which finds nevertheless today a new current events in a culture placing in the declineof the father the source of its faintness.« Who is the father? », « what to be father? », « what tell the father? ».... The father asks de facto a question which faces the subject in a reality, in an impossible to be said, while allowing him to spell.This work of thesis suggests, on one hand, showing how settles and develops the question of the father at Freud and Lacan. On the other hand, to seize again this question in its function of knotting of a « impossible to be told » and of a« possible to write », where from is going to unfold the clinical logic of the subject in dead end
11
Basset, Alice. « Le Surmoi dévisagé : Une modélisation théorico-clinique de la praxis du masque comme médiation thérapeutique ». Electronic Thesis or Diss., Université Côte d'Azur, 2023. http://theses.univ-cotedazur.fr/2023COAZ2014.
Texte intégralRésumé :
Le Surmoi est une instance biface : il incarne à la fois la nécessaire castration symbolique à laquelle le sujet doit consentir pour s'inscrire dans l'ordre du désir - c'est le surmoi œdipien- ; et l'impératif de jouissance qui annule le Sujet pour n'en faire qu'un objet assignable - c'est le surmoi archaïque. C'est donc dans deux directions antagonistes que le Surmoi tiraille le Sujet, entre Désir et Jouissance, deux concepts pivots du référentiel psychanalytique. Notre travail interroge la façon dont le Surmoi peut être impliqué, et éventuellement remanié dans le cadre d'une médiation passant par l'objet-masque. Nous avançons que celle-ci constitue simultanément un support d'incarnation et de destitution du Surmoi archaïque comme de l'injonction à la jouissance qu'il profère. A la lumière de plusieurs champs d'applications cliniques et des spécificités qui s'en dégagent, il s'agira de modéliser plus largement les coordonnées psychiques relatives à la trajectoire que cet objet de médiation fait emprunter au Sujet dans ce dispositif. Un circuit semble alors se dessiner, ayant comme voie d'entrée la méconnaissance du Moi au cours de l'étape initiale de création plastique, et se constituant ensuite, au cours de l'improvisation scénique avec le masque précédemment crée, comme un « carrefour sidérant » aux croisements de plusieurs mouvements psychiques, souvent contradictoires. L'étape d'incarnation du masque précipite ainsi le protagoniste dans un mouvement d'invocation sidérante, par lequel il serait mis face à sa propre question. Deux issues se dessinent enfin pour quitter ce carrefour sidérant au moment du démasquage : celle du retour à une nouvelle forme de méconnaissance ; ou bien celle de la dé-sidération, qui est aussi celle du désir. En cela nous pouvons avancer que la praxis du masque offre au Sujet une occasion renouvelée d'encaisser la perte que son Moi avait jusqu'alors méconnuThe Superego is a two-sided instance: it embodies both the necessary symbolic castration to which the Subject must consent in order to be included in the order of desire - the oedipal Superego ; and the imperative of pleasure that cancels out the Subject in order to make it an assignable object - the archaic Superego. It is therefore in two antagonistic directions that the Superego pulls the Subject, between Desire and Pleasure, two pivotal concepts of the psychoanalytical reference frame. Our work questions the way in which the Superego can be involved, and possibly reworked, in the context of a mediation passing through the mask-object. We argue that the latter constitutes both a support of incarnation and destitution of the archaic superego as well as of the injunction to pleasure that it conveys. In the light of several fields of clinical applications and the specificities that emerge from these, it will be a question of modelling more widely the mental parameters regarding the trajectory that this mediation object makes the Subject take in this process. A path then seems to take shape, having at its entry point the ignorance of the Ego during the initial phase of plastic creation -and then forming itself, during the stage improvisation with the previously created mask, as a "staggering crossroads" at the junctions of several and often contradictory psychic movements. The stage of embodying the mask thus plunges the protagonist into a movement of staggering summoning, by which he is confronted with his own question. Finally, there are two ways out of this staggering crossroads at the unmasking stage: that of a return to a new form of ignorance; or that of de-sideration, which is also that of desire. In this we can argue that the praxis of the mask offers the Subject a renewed opportunity to take in the loss that his Ego had until then ignored
12
Decan, Philippe. « Jouissances, assuétudes et contraintes ». Paris 8, 1995. http://www.theses.fr/1995PA081061.
Texte intégralRésumé :
Avec pour fil conducteur les usagers iteratifs de drogues, sont analyses les points communs aux individus qui, durant une periode de leur vie, mettent tous leurs investissements psychiques, ou la plus grande part de ceux-ci, sur un seul pole. Cela inclut les usagers de drogues, mais aussi les boulimiques, les cleptomanes, les grands joueurs, etc. Une premiere partie fait un rapide historique concernant l'usage des drogues. Une seconde partie fait un point sommaire des ecrits autour du terme de toxicomanie dans le champ de la psychanalyse. La troisieme partie developpe le concept de jouissance de deliaison, ou jouissance de l'effraction. Vient ensuite une partie clinique centree sur l'observation des usagers de drogues incarceres. Enfin un retour a la theorisation permet de questionner les concepts de :moi, surmoi, je, sujet, sublimation; et de faire quelques propositions pour une clinique psychanalytique des sujets concernesSome common points to addict people are analysed in this thesis. This includes drug addicts, but also food addicts, game addicts, theft addicts, etc : all those people who center all (or most of all) their psychical investments on only one axis during a period of their life. (hypercathexis of use). The first part is a quick history about drug's use. Then a shortstock of the psychanalytical works about addiction is taken (mainly french authors). The next part develops the concept of "disbinding's enjoyment" or "disconstruction's enjoyment". Then comes a clinical part centered on incarcerated drug addicts. At least a come back on theory allows to question the concept of : ego, superego, i, subject, sublimation; and to do some suggestions for a psychanalytical approach of the concerned people
13
Gurol, Neslihan. « Modalités du fonctionnement pulsionnel des enfants en période de latence : apport des épreuves projectives ». Paris 5, 2011. http://www.theses.fr/2011PA05H119.
Texte intégralRésumé :
D'après Freud (1905) la période de latence est désignée par un calme relatif des excitations internes. Pourtant les recherches indiquent que la majorité des enfants qui viennent consulter dans les centres de pédo-psychiatrie pour des difficultés psychologiques appartiennent à cette tranche d'âge, entre 6-10 ans. Selon certains auteurs, cette période serait peut-être en voie de disparition depuis une dizaine d’années, du fait à la fois de modifications majeures de la société et de la famille mais aussi de l’émergence des technologies numériques. Dans notre recherche, nous avons retenu comme problématique centrale, la question suivante: « Les modifications socioculturelles contemporaines empêchent-ils ou non l’organisation de la phase de la latence? ». Notre but est de mettre en épreuve l'existence d'une période de latence et d'une possible maîtrise pulsionnelle malgré le monde moderne où se densifie le bombardement d'excitations. En Europe: depuis 30 ans, les changements de la conjugalité ont été majeurs: séparation, monoparentalité, recomposition, l'autorité du père est assouplie. Tout de même, dans la famille turque traditionnelle, le père est toujours considéré le "chef" de l'autorité familiale. Donc si la latence disparaissait à cause de "ce nouveau monde de bombardement d'excitations", cela devrait se refléter dans une telle population. Nous avons travaillé avec 120 enfants non consultants, issus de milieux socio-culturels intermédiaires, de familles nucléaires, sans échec scolaire et sans troubles psychiques manifestesIn this research, the drive functioning of children in latency period (6-10 age) will be evaluated. Theoretically, latency period is considered as a developmentally tranquil, less impulsive period and constitutes a preparatory step to the turbulent adolescence. Nevertheless, many authors think that latency period tends to disappear due to actual changing circumstances (more exposure to sexual and aggressive material on medias; the changing structure of the family). The aim of this study is to examine the passing of children in Turkey through this period and their level of impulsivity. In order to examine this process, the two phases of this period will be compared: the first phase of latency period is considered to begin at 6-7 years of age and the second phase, in which the drive control is expected to be installed, at 9-10 years of age. The results of the study, conducted with 120 non-consultant children without a psychiatric diagnosis, show that the characteristics of the latency period tend to change in our century and that the drive control is currently more difficult than before. Furthermore, significant differences are found between sexes: the drive control and the superego development of the girls are more advanced compared to boys
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Braun, Sandra. « Arts du Cirque et remaniements psychiques : la piste comme Surmoi d'emprunt, ou le cirque comme pré-texte ». Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCC190.
Texte intégralRésumé :
Dans les champs de la médiation artistique, la psychanalyse s'est peu intéressée au cirque comme médium thérapeutique. Le travail proposé ici en tente une articulation. La thèse avancée montre que la pratique du cirque peut être vecteur de remaniements psychiques, dans un dispositif sensible aux enjeux transférentiels.À partir des particularités du cirque, j'avance quelques spécificités psychiques pouvant se jouer dans cet espace, thérapeutique de surcroît.Le cirque apparait comme un espace subversif, hétérotopique (Foucault), où les équilibres sont rendus instables. Ce déséquilibre, inhérent au cirque, pourrait aussi concerner les instances psychiques : j'en viens ainsi à proposer la piste comme un surmoi d'emprunt. Un surmoi clément, comme celui décrit par Freud dans L'humour (1927), autorisant à expérimenter le monde comme un jeu d'enfant. Un surmoi réconciliateur avec le moi, permettant quelques mobilités, dans cet espace sensoriel. Car la piste, dans son étymologie, est le lieu de la trace. Surface marquée, elle permet l'empreinte, en s'approchant du sensoriel comme première matrice, par le corps éprouvé. Elle réactualise quelques échos originaires, que je propose de décrire, du côté du sentir, du regard, et de la contenance rendue possible.Le cirque est aussi l'espace du Réel, réanimé par la vivance de la part animale. En ce sens, il permet un espace de silence nécessaire à l'articulation du langage. Il est pré-texte, pré-verbal indispensable, et fait résonner un peu d'inquiétante-familiarité. La piste de cirque apparait alors comme un espace où l'imprévisible peut émerger, où une sortie de la stase est possible, pour qu'une dynamique subjective prenne formeIn the fields of artistic mediation, psychoanalysis has very rarely focused on the circus as a therapeutic medium. The hereby approach attempts to articulate this connection. The proposed thesis shows that the practice of circus arts can be a conveyor of psychological reorganizations, within a sensitive transferential framework.From the perspective of the distinctive features of circus arts, I bring forward psychological specificities that play a role in this therapeutic space.The circus appears as a subversive heterotopic space (Foucault), where balances are rendered unstable. This imbalance, which is inherent to circus arts, could also be a concern for psychological authorities. The circus ring could be considered as a borrowed superego. A clement superego, similar to the one described by Freud in Humour (1927), allowing to experience the world as a child's play. A superego that reconciles with the self, allowing movement in the sensory space. Etymologically, the ring is the place of trace, a marked surface, that aliows the notion of footprint, by approaching the sensory dimension as the initial matrix, through the experienced body. Thus, it generates the update of several native echoes that I describe from the perspective of feeling, sight and composure.The circus is also a real space, reanimated by the experience of animal nature. In this respect, it allows a space of silence, necessary to the articulation of language. It is an unavoidable pretext and pre-verb that resonates a somewhat worrying familiarity. The circus ring thus appears, where the unpredictable can emerge, and where an exit from the stasis is possible, so that a subjective dynamism takes shape
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Perelson, Simone. « La Loi du désir et l'éthique de la psychanalyse : entre démocratie et totalitarisme ». Paris 7, 1999. http://www.theses.fr/1999PA070114.
Texte intégralRésumé :
La conception qu'a la psychanalyse du désir ainsi que l'éthique qu'elle propose nous conduisent au constat suivant : la Loi du désir n'est ni démocratique ni libérale et l'éthique de la psychnalyse ne saurait se définir comme une défense de la "démocratie libérale". En s'éloignant d'une conception démocratico-libérale, la psychanalyse court toutefois le risque de constituer une théorie et une pratique totalitaires. Ce travail a pour tâche de mettre en évidence la "tension" entre "démocratie" et "totalitarisme" qu'exprime la psychnanalyse. Pour ce faire nous allons analyser, dans un premier moment, les points problématiques de la conception lacanienne du désir et de l'éthique soulignés par Patrick Guyomard, Slavoj Zizek et Alain Didier-Weill. Deux conceptions de cette éthique seront ici prises en considération : celle inspirée de la tragédie antique "Antigone" de Sophocle, présente dans le "Séminaire 7", et celle qui se trouve dans le "Séminaire 8", et qui est suscitée par la tragédie moderne "L'Otage" de Paul Claudel. Ensuite, nous allons articuler les pensées de Nietzsche et de Lacan. Cette articulation présupposera une exposée générale de la pensée nietzschéenne, qui nous conduira subséquemment à analyser les sept points suivants : le rapport entre la "morale des forts" nietzschéenne et "l'éthique" lacanienne du "désir" ; l'analogie entre les oppositions "homme supérieur/surhomme" et "subjectivation/destitution subjective" ; l'idée nietzschéenne de la culture et la distinction psychanalytique entre la "réalisation du désir" et le "laisser-aller" ; l'articulation entre "l'individu souverain" et "l'analyste qui s'autorise de soi-même", articulation qui impliquera une analyse approfondie de la problématique de la "passe" ; l'analogie à partir de l'idée nietzschéenne de "décadence" entre l'avènement du surhomme et celui de l'analyste ; la mise en cause aussi bien par Nietzsche que par Lacan des "idéaux démocratico-libéraux" ; et, enfin, les "interprétations totalitaires" auxquelles ont donné lieu la pensée de ces deux auteursThe psychoanalytical conception of desire as much as the ethics proposed by psychoanalysis lead us to the following statement : the Law of desire is neither democratic nor liberal, and the ethics of psychoanalysis can't be defined as a defense of "liberal democracy". Albeit, in distancing itself from a liberal democratic conception, psychoanalysis risks building "totalitarian" practices and theory. This work aims to focus the "tension" between "democracy" and "totalitarism" expressed by psychoanalysis. In order to reach this aim we'll analyse, first of all, the problematic points raised by Patrick Guyomard, Slavoj Zizek, ans Alain-Didier Weill about Lacan's conception of desire and ethics. Two conceptions of this ethics will be there considered : the one found in the "7th Seminary", inspired by the ancient Sophocle's tragedy "Antigone", and the one found in the "8th Seminary", raised upon modern tragedy "L'Otage", by Paul Claudel. Subsequently, we'll board Nietzsche's thought to link it afterwards to Lacan's one throughout the analysis of the seven following points : the relation between Nietzsche's "moral of the strong" and Lacan's "ethics of desire" ; the analogy between "superior man/Overman" and "subjectivation/subject destitution" oppositions ; Nietzsche's idea of culture and the psychoanalytical distinction between realization of desire" and the "laisser-faire" ; the connection between "sovereign individual" and the "self authorized analyst", which will allow us to probe the question of "pass" ; the analogy between the rising of Overman and the analyst, both upon Nietzsche's idea of "decadence" ;the querying by Nietzsche, as well as by Lacan, of the liberal democratic ideals ; and, at last, the totalitarian interpretations raised by thes two authors' thought
16
Verdier, Jean-Noël. « Pseudomorale inconsciente et conscience morale à travers les écrits de Freud sur la religion : réflexion sur deux cas cliniques ». Caen, 1991. http://www.theses.fr/1991CAEN3025.
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Lemaire, Edith. « Le Moi olfactif précoce : Comment le moi olfactif transpirera-t-il face aux interdits du surmoi et aux exigences du ça ? » Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCC040.
Texte intégralRésumé :
La sensorialité olfactive est au plus près de l'affect et du sexuel. Elle favorise la réminiscence. Sens fusionnel, émotionnel et instinctif, l'odorat nous rattache à nos émotions et à nos souvenirs. Une odeur est capable aussi bien d'attirer et de séduire que de provoquer le dégoût et le rejet. Quelles significations prennent les perceptions sensorielles dans la vie sociale et culturelle ? Quel est la ténacité de la mémoire olfactive qui assure la permanence des sensations ? Les odeurs ont un fort pouvoir évocateur. Quelles sont les significations du langage olfactif ? L'odeur est une mise en communication inévitable, inéluctable. Le caractère pénétrant et invasif des odeurs peut exprimer un désir, une enveloppe, une identité, une défense, une souffrance, une angoisse, la mort. En quoi l'odeur nous insupporte ? On ne peut pas arrêter l'odeur de l'humain. L'odeur est puissante, envoûtante, incontrôlée et incontrôlable. L'odeur est l'expression symbolique d'un désir refoulé. L'odeur est une présentation métonymique du désir revenant sous forme d'une impression olfactive subjective. L'odeur humaine est un mur olfactif pour arrêter le regard. L'odeur nous parle de façon intime dans ce qui est le plus secret. L'odeur est un héritage, une transmission. Cette odeur, dans un premier temps fusionnelle avec la mère, sera notre repère à vie de nos odeurs-plaisirs et nos odeurs-déplaisirs. L'odeur est une représentation de notre dedans psychique. L'odeur est une régression dans l'archaïque, un retour au stade animal. Sentir, c'est être hors civilisation. Comment le Moi olfactif, surface de projection olfactive transpirera-t-il entre les exigences du ça et les interdits du Surmoi ?The olfactory sensory is Gloser to affect and to the sexual dimension. It encourages reminiscence. Enmeshed sense, emotional and instinctive, the sense of smell connects us to our emotions and to ou memories. A smell is also capable to attract and seduce, as well as to cause disgust and rejection. What meanings take sensory perceptions on the social and cultural life? What is the tenacity of the olfactory memory that ensures the sensations permanence? Smells have a strong evocative power. What are the meanings of the olfactory language? The smell is an unavoidable, ineluctable communication. The penetrating and invasive character of odors could express desire, envelope, identity, defense, suffering, anguish, death. In what ways odor is unbearable? You cannot stop the smell of human. The smell is powerful and captivating, uncontrolled and uncontrollable. The smell a symbolic expression of a repressed desire. The smell is a metonymic presentation of desire that cornes as a subjective olfactory impression. Human fragrance is an olfactory wall to stop the look. The smell speaks talks to us in a personal, intimate way, which is to what is in the most inward within us most secret way. The smell is a legacy, a transmission. This smell that will at first be enmeshed with the mother will be our lifetime marker to pleasure-smells and displeasure-smells. The smell is a representation of our psychic interior. The smell is a regression to the archaic stage, a return to the animal stage. Smell, is being out of civilization. How will the olfactory Ego, that is an olfactory projection surface, sweat out, through the requirements of the id and prohibitions of the superego?
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Miens-Fargeau, Annick. « Les inhibitions intellectuelles à l'école entre problématique pulsionnelle et problématique surmoïque ». Paris 13, 2005. http://www.theses.fr/2005PA131025.
Texte intégralRésumé :
L'inhibition intellectuelle chez l'enfant dans le cadre scolaire porte sur le blocage des mécanismes intellectuels et concerne l'impossibilité d'apprendre. Notre recherche s'adossant à la théorie psychanalytique analyse plusieurs cas d'enfants en situation scolaire. Nous montrons que la compréhension classique de l'inhibition intellectuelle qui réfère à un conflit Ça/Moi ne peut rendre compte de tous ces cas. Notre travail fait paraître que l'inhibition intellectuelle peut être également la conséquence d'un conflit Moi/Surmoi lié à un vécu de "trahison" possible par l'enfant. Si dans les deux cas l'intelligence n'est pas altérée mais seulement en suspend, nous constatons pour lever ce blocage la nécessité d'élaborer deux registres de traitement. Si, lorsque la cause est un conflit Ça/Moi, la prise en charge thérapeutique hors l'école est indispensable, lors d'une inhibition liée au conflit Moi/Surmoi, l'école, sous certaines conditions peut être un levier pouvant permettre le dépassement de ce conflitChildren's intellectual inhibition at school covers mental block and deals with the impossibility of learning. My psychoanalytically-informed research surveys the cases of several schoolchildren. I show that the usual theory of intellectual inhibition, which relates it to an ego/id conflict, does not always work. My work reveals that intellectual inhibition can be caused by an ego/superego conflict linked to the child's experience of a possible betrayal. In neither case is intelligence impaired but merely put on hold, however there is not one but two different types of treatment. While inhibition caused by an ego/id conflict requires therapy performed by non-teachers, when its cause is an ego/superego conflict, school can conditionally help overcome the conflict
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Martin, Jean-Christophe. « La question du héros dans l’œuvre d’Arturo Pérez Reverte : une approche psychanalytique ». Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040164.
Texte intégralRésumé :
Ce travail dans un premier temps se propose de contribuer à l’élaboration d’une théorie psychanalytique du héros en s’appuyant notamment sur les notions d’Idéal du Moi et sur les processus d’identification. Tout acte d’écriture entraîne une réfraction du Moi de l’auteur ainsi qu’une répartition des différentes instances de ce Moi sur les personnages. Le héros est celui qui parvient à fondre en un seul être l’Idéal du Moi et le Moi tout en cristallisant sur lui des processus identificatoires.A partir de ce cadre théorique, l’étude explore ensuite la question du héros dans l’œuvre d’Arturo Pérez Reverte. Nous y analysons quelques procédés poétiques récurrents dans ses romans. Nous abordons notamment la spécificité des incipit révertiens qui plongent d’emblée le héros dans un monde chaotique, le rapport du héros à l’Histoire et plus généralement le travail de l’auteur sur la représentation historique, le rôle du jeu comme métaphore de l’univers et la place de l’élément adverse dans le récit, la portée métaphysique de certains des espaces représentés et enfin nous exposons différents modèles de construction du héros. Dans une dernière partie, nous utilisons les chroniques publiées dans El semanal afin d’aborder la part de l’auteur. Nous y analysons divers processus identificatoires (identifications héroïques et identifications projectives) et y examinons différentes instances du Moi représentées dans son œuvre. Nous concluons sur la prédominance de l’instance surmoïque qui laisse une empreinte considérable sur le héros révertien et plus généralement sur l’écriture d’Arturo Pérez ReverteInsérer ici votre résumé en anglais The first part of this thesis attempts to make a contribution to the elaboration of a psychoanalytic theory of the hero, based essentially on the concepts of the Ideal Ego and processes of identification. Every authorial action necessarily involves a refraction of the authorial Ego and thus a distribution of the different aspects of this Ego among the characters. The hero is thus the character who is able to bring together in a single person the Ideal Ego and the Ego and at the same time crystallise the identification processes.Using this theoretical apparatus, our study then explores the question of the hero in the work of Arturo Pérez Reverte. We will examine some recurring poetic devices in his novels. Particularly we will look at the specific characteristics of Reverte’s incipits which plunge the hero from the start into a chaotic universe; the relationship between the hero and History and, more generally the author’s representation of History; the role of the game as a metaphor for the universe and the place of the hostile element in the story; the metaphysical ramifications of certain physical spaces which are represented and finally we will discuss different models for the construction of the hero.The last section uses the chronicles published in El semanal in order to examine the author’s role. We analyse different identification processes (heroic identifications, projective identifications) and examine different agencies of the Ego represented in his work. We will conclude by showing the predominance of the Super-ego agency as the most representative of the revertian hero and more generally in the writing of Arturo Pérez Reverte
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Iffli, Sandie. « L'injonction surmoïque chez le criminel non psychotique ». Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3054.
Texte intégralRésumé :
À partir de notre expérience clinique auprès de personnes incarcérées, notre travail de recherche propose une modélisation théorique du concept de passage à l’acte dans son rapport à l’instance du Surmoi. Il s’agit ainsi de dégager les enjeux métapsychologiques du concept de Surmoi tels qu’ils se présentent dans la clinique des passages à l’acte, et plus spécifiquement dans le versant de l’acte criminel, en retraçant les conditions de son élaboration théorique. Si Freud pose les fondements essentiels à notre réflexion, les concepts kleiniens de Surmoi primitif et de position schizo-paranoïde nous seront bien plus précieux pour tenter de penser le retour de certains fonctionnements placés sous la domination d’un Surmoi particulièrement cruel et destructeur. Cet aspect repris par Lacan sous la forme impérative du Surmoi servira de base à nos propos. Si l’instance surmoïque est initialement repérée dans sa fonction de conscience morale en tant qu’instance légiférante, il est également question d’une double polarité plus paradoxale qui se fait l’envers de la Loi par une injonction féroce et cruelle de jouissance. Dans cette perspective, le passage à l’acte criminel se présente comme la réponse irrépressible à l’injonction d’un Surmoi fort aux actions sévères et virulentes. Ce travail insiste notamment sur l’acte criminel comme ultime recours. Un recours pour se dégager de la position d’objet de jouissance de l’Autre et la tentative de surgir ailleurs, comme sujetFrom our clinical experience with prison inmates, our research work proposes a theoretical paradigm of the concept of acting-out in relation with the superego instance. The purpose is thus to bring out the metapsychological stakes and issues of the superego concept as they appear in the clinical approach of the acting-out, and more specifically in relation with the criminal act, while tracing back the conditions of its theoretical elaboration. Even if the foundations that Freud laid is essential to our reflection, the kleinian concepts of primitive superego and of paranoid-schizoid position will be far more precious to us in this endeavour to reflect on the reappearance of certain modes of functioning which are under the supremacy of a particularly cruel and destructive superego. This aspect, which Lacan has reformulated with his view of an imperative superego, will provide the basis for our discourse. While the superego instance is first identified through its function of moral consciousness, as a legislating instance, there also exists a more paradoxical double polarity whereby the reverse side of the Law is expressed through a ferocious and cruel injunction to have enjoyment (“jouissance”). Within this perspective, the criminal acting-out appears like the irrepressible response to the injunction of a strong Superego pushing to commit harsh and virulent actions. This thesis notably insists on the criminal act seen as a last resort. A resort which aims at releasing oneself from the position where one has become the object of the Other's “jouissance”, while one tries, at the same time, to be a subject
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Gaultier, Sydney. « Interculturalité et pluralité interne : incidences intergénérationnelles et représentation topique des mécanismes de défense et stratégies de coping ». Thesis, Grenoble, 2012. http://www.theses.fr/2012GRENH035.
Texte intégralRésumé :
Les recherches en psychologie clinique interculturelle décrivent avec pertinence les aménagements psychiques et/ou psychopathologiques engagés par les processus acculturatifs. Cependant, se pose la question de la façon dont les différentes cultures au carrefour desquelles se situe un sujet vont interagir entre elles au sein même de l'individu. Ainsi, la rencontre des cultures ne se produit pas uniquement dans le champ social, mais aussi dans l'espace psychique, de sorte que l'interculturel ne décrit pas simplement un phénomène extérieur, mais plus singulièrement une composition subjective. Pouvons-nous produire une représentation topique de cette pluralité interne ? Que nous apporterait-elle dans la compréhension du sujet interculturel ? Afin de répondre à ces questions, nous proposons une approche interdisciplinaire et transversale entre ces deux « commutateurs » du social en l'individu que sont le Surmoi et l'habitus. La modélisation d'un « acteur pluriel » (Lahire, 2001), à l'image des matrices de socialisation et espaces sociaux auxquels il participe, servira de socle à partir duquel nous penserons la pluralité interne du sujet interculturel. Les dispositifs de régulation psychique (mécanismes de défense et stratégies de coping) seront nos indicateurs. Notre étude porte sur la comparaison de sujets (N=497) autochtones et issus d'une immigration, en fonction de l'aire géographique et culturelle d'origine et du degré d'ascendance immigrée. Nos résultats concordent globalement avec l'hypothèse d'un sujet interculturel sur le modèle d'un acteur pluriel. Cette perspective nous permet de proposer une représentation topique de l'incidence de l'interculturalité comme pluralité interne, mais aussi, à un niveau empirique de dégager une représentation dynamique des incidences de l'immigration sur les sujets qui en sont issusResearch in intercultural clinical psychology describes the psychic and/or the psychopathological changes incurred by the acculturation process. However, the question arises of how different cultures will interact with each other within the psychological space of the individual. Thus, the meeting of cultures does not only occur within the social field, but also within the psychicological space. The intercultural aspects do not simply refer to an outside reality, but more particularly to a subjective experience. Can we produce a representation of this internal plurality? What would be its contribution in understanding the intercultural domain? To answer these questions, we propose a transversal and interdisciplinary approach that strives to understand how the two social "switches" of the individual operates, that is the superego and the habitus. The modeling of a "plural actor" (Lahire, 2001), in the image of socialization matrices and social spaces to which he belongs, will serve a basis from which the internal plurality of cultures will be addressed. The regulatory mechanisms of the psychic (the defense mechanisms and the coping strategies) will be our indicators. Our study focuses on the comparison between non-immigrant and immigrant individuals (N=497), in function of their geographical and cultural origin, and the degree of immigrant descent. Our results are consistent with the hypothesis according to which an intercultural topic should be integrated in the model of a plural actor. This perspective allows us to provide a clear picture of the impact of multiculturalism as internal plurality, but also to generate a dynamic representation of the effects of immigration on related topics
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Abitbol, Sarah. « Ce que l'antisémitisme enseigne à la psychanalyse : une puissance sombre au commande ». Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC115/document.
Texte intégralRésumé :
Dans cette thèse, nous traitons de l’antisémitisme comme un symptôme à déchiffrer à partir des enseignements de Freud et Lacan. Il ne s’agit donc pas de psychanalyse appliquée à l’antisémitisme mais de cerner ce qu’enseigne l’antisémitisme à la psychanalyse. Deux questions nous orientent : Pourquoi le Juif est-il la cible d’une haine séculaire ? Comment se met-elle en place ? Autrement dit, quels sont les mécanismes psychiques à l’œuvre dans la haine. Ce que signifie être Juif devient alors essentiel pour notre recherche. Pour Freud, ne renoncer à rien et suppléer à ce qui a été perdu, est l’essence du Juif. Et c’est cette ténacité qui lui attire une haine éternelle. Pour Lacan, le sujet Juif, c’est celui qui sait lire dans l’intervalle, et celui qui par l’acte de la circoncision, noue les trois registres du symbolique, de l’imaginaire et du réel et représente l’objet a en tant que reste ; ce qui a pour effet de diviser le champ de l’Autre. Et c’est cela qui lui attire cette haine éternelle. Il n’y a pas de haine sans le surmoi. Chez Freud la haine à l’égard de l’Autre se retourne sur soi. Chez Lacan, le surmoi est sacrifice aux Dieux obscurs qui conduit à l’anéantissement du prochain et de soi-même. Avec Lacan, nous voyons aussi que l’universel, le tout, produit la ségrégation qui est rejet de l’Autre. Il y a là une équivalence signifiante entre le Juif et la femme situés à la fois dans le tout et en dehors, donc pas tout dedans. Nous appréhendons, prenant appui sur le discours du maître forgé par Lacan, comment l’antisémitisme traverse le discours contemporain, comment il se glisse dans la langue. Nous laissons une voix logique, Jean-Claude Milner, une voix philosophique, Bernard-Henri Levy, une voix psychanalytique, Gérard Wajcman, déplier ce que signifie être Juif et démontrer comment l’être Juif est le symptôme du manque à être de celui qui haitIn this thesis, we aim to present antisemitism as a symptom that can be deciphered using the writings of Freud and Lacan. Its intention is not to apply psychoanalysis to antisemitism, but rather to identify what psychoanalysis has to learn from antisemitism. Two main questions serve to orient this discussion: Why did Jews become an object of a secular hatred? And what are the psychic mechanisms that are at the origin of this kind of hatred? In order to address these questions, it is essential initially to define the significance of being Jewish. According to Freud, the essence of the Jew is to concede nothing, and to compensate for what has been lost. It is this tenacity that provokes an eternal hatred. For Lacan, the Jew is the one who knows how ‘to read between the lines’, and also the one who, through the act of circumcision, represents the Objet a as a remnant (according to Lacan’s Register theory) and binds together the three registers: the symbolic, the imaginary, and the real. Thereby, the Jew produces a division in the field of the Other – and it is this that attracts eternal hatred. There is no hatred without the existence of a superego, and Freud demonstrates how hatred towards the Other redounds upon the self. Lacan, argues that the superego is a form of sacrifice to obscure Gods that results in annihilation of the Other and the self. Lacan also shows that the Universal, the all, causes segregation and rejection of the Other. There is a significant equivalence between Jews and women as they are at one and the same time part of the ‘all’ and outside it; they are therefore not all inside. In the present work, we try to grasp, by employing the Discourse of the Master as developed by Lacan, how antisemitism is assimilated into contemporary discourse and insinuates itself into language. We call upon the logical voice of Jean-Claude Milner, the philosophical voice of Bernard-Henri Levy and the psychoanalytical voice of Gérard Wajcman, to unfold the significance of being a Jew, and to demonstrate how the Jew is the symptom of a lack-of-being of the one who hates
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Mortimore, Julie. « L’importance du concept de la castration dans la formation et la résolution du symptôme et dans la notion de guérison en psychanalyse, à l'étude de l'oeuvre de Pierre Fédida ». Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC140.
Texte intégralRésumé :
Existe-t-il un au-delà de la castration ? Cette aporie que Freud nous a légué comme un point de butée infranchissable est le point de départ de ma thèse. Celle-ci consistera à étudier le concept de la castration et son lien inextricable avec le complexe d’OEdipe, à travers les oeuvres de Sigmund Freud, Jacques Lacan et Pierre Fedida. A l’appui de la clinique psychanalytique d’aujourd’hui, il s’agira de montrer comment la cure psychanalytique, et la position du psychanalyste, visent à introduire la castration. La castration, au coeur de la théorie psychanalytique, est le pivot de la vie psychique et est impliquée dans la formation des symptômes mais aussi de leur résolution. Cetravail tente d’articuler les oeuvres de trois auteurs majeurs de la psychanalyse, Freud, Lacan et Fedida, non pas pour les opposer ou les confondre mais pour mettre en perspective leur champ d’expérience, selon leur référentiel et leur style, desquels ressortiront notamment les notions de spaltung (division et clivage) et d’absenceIs there exist one beyond castration ? This aporia where Freud left us as an insuperable point is the starting point of my thesis. This one will consist in studying the concept of castration an its inextricable link with the OEdipus complex, through the writings of Sigmund Freud, Jacques Lacan and Pierre Fedida. In support of the psychoanaytical private clinic of today, it will be a question of showing how the psychoanalytical cure, and the position of the psychoanalyst, aim at introducing castration. Castration, at the core of psychoanalytic theory, is the pivot of psychic life and is implied in the formation of the symptoms but also in their resolution. This work tries to articulate works of three major authors of the psychoanalysis, Freud, Lacan and Fedida, not to oppose them or confuse them but to put in perspective their field of experience, according to their reference and their style, of which will notably arise the concepts of spaltung (division and splitting) and of absence
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Mortimore, Julie. « L’importance du concept de la castration dans la formation et la résolution du symptôme et dans la notion de guérison en psychanalyse, à l'étude de l'oeuvre de Pierre Fédida ». Electronic Thesis or Diss., Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC140.
Texte intégralRésumé :
Existe-t-il un au-delà de la castration ? Cette aporie que Freud nous a légué comme un point de butée infranchissable est le point de départ de ma thèse. Celle-ci consistera à étudier le concept de la castration et son lien inextricable avec le complexe d’OEdipe, à travers les oeuvres de Sigmund Freud, Jacques Lacan et Pierre Fedida. A l’appui de la clinique psychanalytique d’aujourd’hui, il s’agira de montrer comment la cure psychanalytique, et la position du psychanalyste, visent à introduire la castration. La castration, au coeur de la théorie psychanalytique, est le pivot de la vie psychique et est impliquée dans la formation des symptômes mais aussi de leur résolution. Cetravail tente d’articuler les oeuvres de trois auteurs majeurs de la psychanalyse, Freud, Lacan et Fedida, non pas pour les opposer ou les confondre mais pour mettre en perspective leur champ d’expérience, selon leur référentiel et leur style, desquels ressortiront notamment les notions de spaltung (division et clivage) et d’absenceIs there exist one beyond castration ? This aporia where Freud left us as an insuperable point is the starting point of my thesis. This one will consist in studying the concept of castration an its inextricable link with the OEdipus complex, through the writings of Sigmund Freud, Jacques Lacan and Pierre Fedida. In support of the psychoanaytical private clinic of today, it will be a question of showing how the psychoanalytical cure, and the position of the psychoanalyst, aim at introducing castration. Castration, at the core of psychoanalytic theory, is the pivot of psychic life and is implied in the formation of the symptoms but also in their resolution. This work tries to articulate works of three major authors of the psychoanalysis, Freud, Lacan and Fedida, not to oppose them or confuse them but to put in perspective their field of experience, according to their reference and their style, of which will notably arise the concepts of spaltung (division and splitting) and of absence
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Silva, Francisco Uélison da. « Surdos/as que se constroem surdos/as : o despontar do Movimento linguístico-cultural surdo na cidade de Cajazeiras/PB ». Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9897.
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This study aimed to investigate the emergence of the Deaf Movement in the city of Cajazeiras, in the state of Paraiba, Brazil, based on initiatives carried out before, during and after the movement called Setembro Azul (Blue September), a movement known nationally as an aggregator of the Daf community. Through action research, as a research-intervention process, it was possible to hold the first Setembro Azul in 2015 in Cajazeiras. Therefore, the event had two purposes: to serve as an object of research, and to encourage Deaf people to organize themselves around their linguistic-cultural rights. The specific objectives were: to verify participants' perceptions about their inclusion processes; to identify their forms of communication - whether by LIBRAS (Brazilian Sign Language) or by spontaneous gestures; and to evaluate the status given to LIBRAS by the Deaf, observing theoretical categories such as culture, identity and difference. Therefore, the theoretical scope of this dissertation is in the field of Cultural Studies in Education, which seeks to shift the discussion of minorities from the margins to the center, focusing on differences as a central category for re-signification of social and school practices. Data generated through systematic observation of the moments involving Setembro Azul/2015, and by discussions in a focus group showed that the first contacts with sign language occurred in the special school, an opportunity interrupted when the school was closed. The Deaf people of Cajazeiras/PB are in the process of building their Deaf Identities, a fact evidenced by their desire to be together with their peers, the founding of a Deaf Association, and the invitation to isolated Deaf persons to join the group. Regarding the right to education, their demands are: the creation of a Bilingual School, where LIBRAS is the First Language enabling interaction among Deaf people, students and teachers; and the availability of interpreters in various public spaces.
Este estudo tem como objetivo investigar o despontar do Movimento Surdo na cidade de Cajazeiras/PB, a partir das iniciativas realizadas antes, durante e após o movimento intitulado Setembro Azul/2015. Esse objetivo foi possível de ser alcançado devido à ação investigativa, em forma de pesquisa-intervenção, a qual viabilizou a existência do Setembro Azul/2015, movimento conhecido nacionalmente como agregador da comunidade Surda, primeiro a ser realizado na cidade de Cajazeiras/PB. Desse modo, o evento teve dupla finalidade: servir de objeto para a presente pesquisa e buscar incentivar as pessoas Surdas a se organizarem em torno de seus direitos linguístico-culturais. Para tanto, estipulamos como objetivos específicos: verificar a percepção dos/as participantes sobre seus processos de inclusão; identificar suas formas de comunicação - se eram usuários da LIBRAS (Língua Brasileira de Sinais) ou se a comunicação se dava por meio de gestos espontâneos; avaliar o status dado à LIBRAS pelos Surdos/as, observando as categorias teóricas cultura, identidade e diferença. O escopo teórico da dissertação se insere no campo de conhecimentos dos Estudos Culturais da Educação, o qual procura deslocar a discussão das minorias das margens para o centro, focando as diferenças como categoria fulcral a ser considerada na ressignificação das práticas sociais e escolares. Os dados revelados, por meio de observações sistemáticas dos momentos que envolveram o Setembro Azul/2015 e discussões em grupo-focal, mostraram que foi no espaço da escola especial onde ocorreram os primeiros contatos com os sinais, oportunidade interrompida com o fechamento da referida escola; as pessoas Surdas da cidade de Cajazeiras/PB estão em processo de construção de suas Identidades Surdas, fato constatado pelo desejo de estarem juntas com seus pares, com a fundação de uma Associação de Surdos e o chamamento para participar do grupo os/às Surdos/as que vivem isolados. No que diz respeito ao direito à educação, faz parte de suas reinvindicações: a criação de uma Escola Bilíngue, onde a LIBRAS se constitua a L1, na interação com pessoas Surdas, alunos/as e professores/as; e a disponibilidade de intérpretes nos espaços públicos diversos.
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Ribeiro, Elizabel Bernardes Atayde. « Situação sociolinguística dos surdos e as políticas de ensino bilíngue em Goiás : libras na interação professor surdo-educando surdo ». Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/7630.
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This paper aims to reflect on the sociolinguistic situation of the deaf in the field of bilingual education in a perspective of inclusive education. The discussion of a specific and differentiated education with the participation of deaf teacher by the pedagogical practices, the program of Goiânia´s city specialized education care whose name is known “Atendimento Educacional Especializado” (AEE) involves sociopolitical and linguistic issues, which may favor or not recognition of the deaf subject of linguistic differentiation, community participation, and Brazilian Sign Language (BSL), also known LIBRAS in Brazil, as the locus of enunciation. This research focused on the teaching of BSL, describing the actual situation of teaching and learning for the deaf, having LIBRAS (BSL) as the shared language of instruction in deaf students and teachers interaction in dialogic processes for teaching. In this sense, we seek to highlight elements of teaching practice that may favor the institutionalization of new language policies of bilingual education, not only to accessibility language(s), but the knowledge, goods and services in quality education in according to the specifics of the subject deaf, and the LIBRAS (BSL), the language base for the acquisition of other knowledge. We have analyzed the proposal and the reality of Inclusive Education Program for the Deaf in Bilingual perspective - PROSURDO, the Public Network of Goiania Education, intended to intervene in the teaching and learning through language planning and thereby promote inclusive teaching situations through meaningful learning to deaf students with teachers deaf.
Esta dissertação tem por objetivo refletir sobre a situação sociolinguística dos surdos no campo da educação bilíngue, numa perspectiva da educação inclusiva. A discussão sobre uma educação específica e diferenciada tem participação do professor surdo nas práticas pedagógicas propostas por um programa desenvolvido na rede municipal de educação de Goiânia e envolve questões sociopolíticas e linguísticas, que podem favorecer ou não o reconhecimento do SURDO, sujeito de diferenciação linguística, comunidade de participação, e a LIBRAS, como o lócus de enunciação. Esta pesquisa focalizou o ensino da LIBRAS e em LIBRAS, descrevendo as situações reais de ensino e aprendizagem com surdos, e LIBRAS, a língua de comunicação através de processos dialógicos para o ensino entre professor surdo-educandos surdos. Neste sentido, buscamos destacar elementos dessa prática de ensino que podem favorecer à institucionalização de novas políticas linguísticas de ensino bilíngue, não apenas à acessibilidade à (s) língua (s), mas aos conhecimentos, bens e serviços, na escolarização do surdo, de acordo com seu universo, sendo, a LIBRAS, a língua base para a aquisição dos demais saberes. Analisamos a proposta e a realidade do Programa de Educação Inclusiva para Surdos na perspectiva Bilíngue da Rede Municipal de Ensino de Goiânia, cuja intenção primordial seria intervir na situação ensino e aprendizagem por meio de planejamento linguístico e, assim, promover diálogos interativos numa aprendizagem significativa entre interlocutores surdos e ouvintes bilíngues.
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Bigogno, Paula Guedes. « Você é surdo ou ouvinte ? etnografia com surdos em Juiz de Fora - MG ». Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1184.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta dissertação tem como objetivo a investigação de um grupo de surdos na cidade de Juiz de Fora, que a partir da reivindicação de reconhecimento e inserção social, tem construído uma rede de interações, propondo-se a vivenciar uma “comunidade surda”. Além da particularidade sensorial dessas pessoas e do uso da Língua Brasileira de Sinais (Libras), foi observado um caráter militante, ativista nos discursos sobre surdez, que inclui as noções de identidade, comunidade e cultura. O trabalho de campo foi realizado e encontros diversos promovidos pela Associação dos Surdos de Juiz de Fora (ASJF), tais como palestras e festas. O principal espaço de pesquisa foi o Centro de Educação e Cultura para o Ensino de Libras (CECEL), especialmente nos momentos em que funcionava como um “clube de surdos” (SACKS, 2005).
This text aims to investigate a group of deaf people in Juiz de Fora -MG, Brasil. This group claims to recognition and social inclusion. It has built a network of interactions, proposing to experience a "deaf community". Besides the sensory characteristic of these people and the use of the Brazilian Sign Language (Libras), there was a militant character because of the activist discourses on deafness, including the notions of identity, community and culture. The surch has included several meetings promoted by the Association of the Deaf of Juiz de Fora (ASJF), such as lectures and parties. The main place of research was the Centro de Educação e Cultura para o Ensino de Libras (CECEL), especially at times when it operated as a "deaf club" (SACKS, 2005).
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Jaccard, Annabelle. « De quelques ressorts de la haine dans la radicalisation islamiste : approche psychanalytique et clinique ». Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC143.
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Cette thèse aborde la radicalisation à travers des rencontres avec des hommes incarcérés pour association de malfaiteurs en relation avec une entreprise terroriste, que leur acte soit avéré ou non, qu’ils soient partis en Syrie ou soupçonnés de le vouloir. Les entretiens ont permis d’explorer leur parcours et les raisons de leur engagement dans l’islamisme radical. Le cadre de recherche a permis que se déploient des mouvements transférentiels donnant accès à des logiques inconscientes au-delà du discours manifeste. Ainsi, a émergé le questionnement central de cette thèse : quelle est la place de la haine dans le processus de radicalisation ? De quelle haine s’agit-il ? Qu’elle soit explicite et sociale, ou inconsciente prenant la forme d’une haine blanche souvent liée à la clinique du vide et de l’ennui, la haine est interrogée dans sa place constitutive pour le sujet, pour la société et dans son lien direct à la pulsion de mort. L’hypothèse de cette recherche est que la haine dans le processus de radicalisation se trouve en-deçà de toute ambivalence : elle peine à s’articuler à la pulsion de vie et échoue ainsi à participer à la construction subjective du sujet, qui se tourne alors vers un idéal extrémiste tout puissant. La haine vise l’être qui dans son incapacité à vivre avec elle, haït d’autant plus. Ainsi, dans son pacte avec un idéal féroce, la haine peut amener à une radicalisation, devenant pour le sujet un processus narcissisant et identitaireThis thesis aims at studying the process of radicalization through interviews with men who have been incarcerated on the charge of criminal association with the intent of committing or aiding and abetting to terrorist acts, whether they have been convicted or not, and whether they have actually been to Syria or only been suspected of planning to do so. The interviews have shone light on their personal histories and the reasons motivating their commitment to radical Islamism. The research framework has allowed for transferential displacements to occur, giving access to unconscious logics operating beyond overt discourse. The central question of this thesis has thus emerged: what part does hatred play in the process of radicalization ? What kind of hatred are we talking about ? Whether this hatred is explicit and social or unconscious, taking the form of a blank hatred often linked with the clinic of boredom and emptiness, hatred is studied as being constitutive of the subject and his society and as being directly connected with the death drive. The hypothesis of this research is that the particular hatred which operates in the process of radicalization is below any form of ambivalence: it struggles to connect with the life instinct and thus fails to take part in the subjective construction of the subject, who then turns to an all-powerful extremist ideal. Hatred targets the one who, being unable to live it, hence hates even more. Hatred can thus bond with a fierce ideal leading to radicalization, allowing the subject to build a narcissistic identity
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Campos, Ronaldo ManassÃs Rodrigues. « Ecos do silÃncio : culturas e trajetÃrias de surdos em Macapà ». Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18496.
Texte intégralRésumé :
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorEste trabalho constitui-se uma anÃlise sociolÃgica sobre as culturas e as trajetÃrias dos Surdos em MacapÃ. Historicamente, estes indivÃduos tÃm vivido excluÃdos e atà invisibilizados na sociedade, que aqui chamo de sociedade oral, pois, baseia-se no som. Observando alguns espaÃos sociais de interaÃÃo busquei refletir como os surdos na famÃlia, escola, trabalho, no lazer e na religiÃo constroem, suas conveniÃncias e suas estratÃgias de interaÃÃo, uma vez que, nÃo usam a mesma lÃngua que os demais atores sociais. E por assim ser, a lÃngua de sinais ou as lÃnguas de sinais, que sÃo tidas como prÃprias das comunidades surdas tem sido por muito tempo, motivo de discriminaÃÃo e estigmatizaÃÃo das pessoas surdas na sociedade. Neste sentido este trabalho oportunizou uma anÃlise das trajetÃrias de Surdos. Possibilitou ainda construir uma sociologia para um novo objeto, e que exaustivamente tem sido analisado por outros campos de pesquisa, como educaÃÃo, e saÃde. Urgindo entÃo por uma anÃlise sociolÃgica. Para tanto busquei o aporte teÃrico de Lahire (2004), Certeau (2012), Goffman (2012), Foucault (1979) e Strobel (2013), entender: como estes sujeitos surdos constroem suas trajetÃrias? De que maneiras usam, constroem seus artefatos culturais? E, sobretudo, como tÃm se apropriado da chamada por eles, cultura surda no AmapÃ? Refletindo e apropriando a sociologia com conceitos advindos deste objeto, como o conceito de Povo Surdo, e de cultura surda lancei mÃo da metodologia proposta por Lahire (2004) com o uso de entrevistas de profundidade, todas feitas em Libras, para assim poder estruturar as trajetÃrias, disposiÃÃes, conveniÃncias e variaÃÃes individuais e em comunidade dos interlocutores surdos. Encontrei entÃo, o que nominei de ―ecos do silÃncio‖, pois hà uma grande tensÃo entre surdos e ouvintes, e coercitivamente, os surdos sÃo levados a construir suas prÃprias conveniÃncias para as diversas esferas sociais, ecoando muito forte na sociedade suas inÃmeras tentativas de reconhecimento, e de diminuiÃÃo do estigma que a surdez os imputa.
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Camatti, Liane. « A emergência do sujeito pedagógico surdo no espaço de convergência entre comunidade e escola de surdos ». Universidade Federal de Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/6960.
Texte intégralRésumé :
The visibility achieved by deaf school, from the renitence of discourses that take deafness as a linguistic, cultural difference, has generated a scenario of permanent convergence between deaf school and community. This occurs due to the fact that the deaf community has found in the school space a trench that enables community articulations. Then, there are new possibilities of investigating practices delimitated by the symbolic space emerging from the intersection between school and community. This research attempts to understand the production of the pedagogical deaf subject in the convergence between the community and school spaces. In order to do that, the context of three cities in Rio Grande do Sul has been investigated: Caxias do Sul, Porto Alegre and Santa Maria, through discussions with
deaf students and teachers participating in the deaf school and also acting as community leaders. Post-structuralist studies have provided the theoretical support
for the analysis. The development of this study has allowed for a general perspective of the deaf community s moves from their cultural capital and the way it catalyzes
possibilities of resistance. The deaf school, taken with great positivity, has been constituted as a privileged space of constitution of specific ways of being deaf. The
community has been inserted into the school aiming at recursively investing in the formation of a political profile of the deaf who are subject to pedagogization in that school, with the purpose of guaranteeing the maintenance of the very community.A visibilidade adquirida pela escola de surdos, com a renitência de discursos que tomam a surdez como diferença linguística e cultural, gera um cenário de permanente convergência entre comunidade e escola de surdos. Isso ocorre em razão de a comunidade surda ter encontrado no espaço da escola uma trincheira que possibilita as articulações comunitárias. Daí, abrem-se possibilidades de investigar práticas delimitadas pelo espaço simbólico emergente, considerando-se a intersecção entre escola e comunidade. Esta pesquisa busca entender como se dá a produção do sujeito pedagógico surdo na convergência entre os espaços comunitário e escolar. Para isso, investigou-se o contexto de três cidades do Rio Grande do Sul Caxias do Sul, Porto Alegre e Santa Maria , através de discussões com alunos e professores surdos partícipes da escola e também líderes da comunidade. Para realizar o empreendimento de análise da materialidade obtida, buscou-se sustentação teórica nos estudos de vertente pós-estruturalista. O desenvolvimento deste estudo possibilitou traçar um panorama no qual a comunidade surda se articula a partir do seu capital cultural e catalisa possibilidades de resistência. Já a escola de surdos, tomada com grande positividade, constitui-se como um espaço privilegiado de constituição de modos específicos de ser surdo. A partir disso, tem-se que a comunidade se insere na escola de surdos com o propósito de investir recursivamente na formação de um perfil político no surdo pedagogizado nessa escola, com vistas a assegurar a manutenção da própria comunidade.
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OLIVEIRA, Sônia Marta de. « Educação de surdos e currículo : reflexões acerca do reconhecimento da língua de sinais e dos artefatos culturais surdo ». PUC-MG, 2015. https://repositorio.ufsc.br/handle/123456789/190865.
Texte intégralRésumé :
Esta dissertação de mestrado, parte primeiramente da experiência desta autora com
o universo surdo, com a língua de sinais e a cultura surda. Posteriormente, como
professora de surdos e tradutora intérprete de língua de sinais no campo
educacional, buscando compreender questões inerentes ao currículo na educação
de surdos e as interfaces da construção desse instrumento educacional e político
nos dispositivos legais. Sob as luzes da metodologia de análise documental, buscouse
os recortes feitos nos documentos legais que abordam como é a organização
curricular frente à diversidade linguística e cultural dos surdos nas escolas. Tendo
como aporte teórico, a Pedagogia Crítica de Jurjo Torres Santomé, os Estudos
Surdos (Ronice Quadros, Gladis Perlin, Karin Strobel e Carlos Skliar) e uma leitura
concisa dos Estudos Culturais (Stuart Hall, Tomaz Tadeu da Silva), investigou-se
como os surdos e sua cultura são considerados na organização curricular inscritos
nos documentos legais que orientam a temática. Neste trabalho, não se teve o
propósito de apresentar um currículo ideal na educação de surdos e sim apontar
possibilidades e caminhos na construção de um currículo no qual a forma de ver e
perceber o mundo pela pessoa surda seja reconhecida, garantida e implantada nos
dispositivos legais das políticas públicas educacionais.
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Kampougeri, Stavroula. « De l’enfant romantique gothique à l’enfant analytique en Angleterre ». Thesis, Rennes 2, 2016. http://www.theses.fr/2016REN20054.
Texte intégralRésumé :
Notre recherche porte sur l'influence de l'esthétique gothique dans la production psychanalytique anglaise .Ayant comme point de départ de textes classiques du romantisme anglais autour d’une notion de l’enfant teintée d’une qualité gothique particulière, nous examinons dans quelle mesure cette dernière a modelé de façon durable la réception de la méthode psychanalytique dans ce pays, et quelles thématiques et conceptualisations témoignent de cette influence ,notamment en ce qui concerne l’interprétation particulière du Surmoi dans la psychanalyse anglaiseOur research concerns the influence of the gothic esthetic on the psychoanalytic production in England. Our starting point being classic English romantic texts concerning a notion of the child tinged with a certain gothic quality, we examine the extent to which this notion shaped the local reception of the psychoanalytical method, as well as which themes and conceptualizations bear witness to this influence, particularly concerning the distinctive interpretation of the superego in English psychoanalysis
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Strobel, Karin Lilian. « Surdos ». Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91978.
Texte intégralRésumé :
Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação. Programa de Pós-Graduação em EducaçãoMade available in DSpace on 2012-10-24T04:29:59Z (GMT). No. of bitstreams: 1 261339.pdf: 1278774 bytes, checksum: 446ce238d7bbefbe8a8395250671daed (MD5)
A presente pesquisa consiste em um estudo empregando procedimento das análises narrativas e pesquisas teóricas etnografias que possibilitou a coleta de dados sobre a cultura do povo surdo. Nas análises narrativas possibilitou a reflexão sobre as práticas ouvintistas nas escolas de surdos e resistências do povo surdo contra esta prática, procurando resgatar a cultura surda na história. Nas pesquisas teóricas observou-se o papel fundamental da língua de sinais, o reconhecimento da cultura surda e a construção de sua identidade. Estas metodologias ressaltam a importância da participação dos povos surdos para a construção da história cultural. A tese é escrita num conjunto de textos no estilo acadêmico e estilo ensaio ao mesmo tempo, para deixar emergir os saberes onde entram em cena as memórias das experiências do #ser surdo#, uma visão abrangente em relação ao que ocorre com o povo surdo, especialmente, no campo do colonialismo e dos sistemas opressivos educacionais e dos corpos amordaçados por políticas institucionais. Ao usar o tom ensaístico da escrita, as fronteiras estilísticas estão dialogando em universo que é marcado pela negociação de sentidos, as linguagens que são marcadas por diferentes nuances e muitos elementos que são da ordem também das articulações de uma ordem de linguagem que emerge das instâncias analíticas da memória, da subjetividade e do inconsciente. Com essa pesquisa fazemos reflexões importantes acerca da violência simbólica e física a que os surdos foram sujeitados, traz o papel da família para um campo reflexivo de sua participação, o papel do psicólogo, o papel do professor, entre outros. This research is a study using narrative analysis and theoretical ethnographic research that led to the collection of data on the culture of deaf people. The narrative analysis enabled the reflection about practices in schools listeners of the deaf and deaf people's resistance against this practice, trying to rescue deaf culture in the history. In theoretical research it was found the key of the sign language, the recognition of deaf culture and the construction of their identity. These approaches emphasize the importance of participation of deaf people for the construction of cultural history. The theory is a set of texts written in academic style and style test at the same time, to leave the emerging knowledge comes into play where the memories of the experiences of 'being deaf', a comprehensive view on what happens with deaf people, especially in the field of colonialism and the oppressive educational systems and bodies muzzled by institutional policies. By using the tone of essayist writing, the stylistic borders are talking in a universe that is marked by way of negotiation, the languages that are marked by different shades and many elements that are of the order of the joints, an order of language that emerges from bodies analysis of memory, the subjectivity and the unconscious. With this research we will make important observations about the physical and symbolic violence that the deaf were subject, the role of the family brings to a field reflective of their participation, the role of psychologist, the role of teacher, among others.
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Pereira, Maira Zamproni. « "Cada surdo tem um jeito diferente, igual o professor" : a interação entre surdos e ouvintes em contexto de apoio pedagogico ». [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269781.
Texte intégralRésumé :
Orientador: Marilda do Couto CavalcantiDissertação (mestrado) - Uiversidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-12T18:10:01Z (GMT). No. of bitstreams: 1 Pereira_MairaZamproni_M.pdf: 411501 bytes, checksum: ea63995179f6e43207b792d9cf41c4f4 (MD5) Previous issue date: 2008
Resumo: O presente estudo, de cunho etnográfico (Erickson, 1984, 1989), com participação intensiva da pesquisadora em trabalho de campo, de longo prazo e com registro cuidadoso dos acontecimentos, foi norteado pela seguinte pergunta de pesquisa: Como se inter-relacionam educador surdo, educador ouvinte e aluno surdo em contexto de apoio pedagógico? Para tentar responder a essa pergunta, foram utilizados conceitos tais como estabelecidos e outsiders; identidade, cultura e identificação; estruturas de participação e ouvintismo provenientes da Sociologia (Elias e Scotson, 2000), ), da Antropologia Social e Cultural (Cuche 2002), da Sociolingüística Interacional (Philips, 2001) e de Estudos Surdos (Skliar, 1999; Skliar & Lunardi, 2000) respectivamente. A análise dos registros gerados em campo mostrou que as representações construídas pelos participantes acerca de si mesmos, dos outros e das duas línguas que circulam naquele contexto de apoio pedagógico remetem à condição do português como língua legitimada na escola pensada pelos ouvintes, enquanto a língua de sinais (LIBRAS) é colocada na condição de língua de apoio. Esse conflito reflete diferenças hierárquicas entre os três educadores envolvidos no contexto: uma ouvinte, que ocupa posição superior por ser a facilitadora do contato com o português; e dois surdos, cujos papéis transitavam ora pela aceitação, ora pela resistência à posição hierárquica inferior, por parte da educadora surda, e de algumas imposições da cultura ouvinte por parte de ambos os educadores surdos envolvidos. É nesse transitar que esse estudo se apóia para tentar apontar possibilidades de um equilíbrio maior entre as necessidades dos surdos e o que o ouvinte tem a oferecer para ajudá-los a conseguir circular confortavelmente entre dois mundos
Abstract: This study, accomplished within an ethnographic perspective (Erickson, 1984, 1989), with researcher's intensive and long term participation in camp, was guided by the following research question: How do deaf teacher, hearing teacher and deaf student relate in a pedagogic support context? In an attempt to answer this question, were used concepts like established participants and outsiders; identity, culture and identification; participation structures and audism from Sociology (Elias and Scotson, 2000), from Social and Cultural Anthropology (Cuche 2002), from Interaction Sociolinguistics (Philips, 2001) and from Deaf Studies (Skliar, 1999; Skliar & Lunardi, 2000) respectively. The analysis of data sources generated on research camp revealed that the representations the participants build of themselves, of the others and of the two languages involved in the context are related to the condition of the Portuguese as the legitimated language on school as it is thought by the hearing people, meanwhile the Brazilian Sign Language (LIBRAS) has a supporting role for the learning of Portuguese. This conflict reflects hierarchical differences between the three teachers interacting in the context: one hearing teacher, who is in a hierarchically superior position since she facilitates the contact with Portuguese: and two deaf teachers, who sometimes accept and sometimes resist taking a lower position in the hierarchy, as in the case of the deaf female teacher, and also a resistance to some impositions of the hearing culture from both the deaf teachers. It's within this transit that this study is developed in an attempt to point out possibilities to build some balance between the deaf people's needs and what the hearing people have to offer to help them to circulate more comfortably between two worlds
Mestrado
Multiculturalismo, Plurilinguismo e Educação Bilingue
Mestre em Linguística Aplicada
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RUZZA, Mara Lopes Figueira de. « A inclusão educacional do sujeito surdo : direito garantido ou reprimido ? » PUC-SP, 2016. https://repositorio.ufsc.br/handle/123456789/190704.
Texte intégralRésumé :
A valorização do sujeito Surdo e de sua Cultura, Língua, Identidade e Comunidade Surda exige uma leitura crítica do contexto atual da educação brasileira e das políticas de inclusão que vêm sendo implantadas. Tendo em vista a relevância científica e social desta dissertação intitulada “A Inclusão Educacional do Sujeito Surdo: Direito garantido ou reprimido?”, o problema de pesquisa dá-se pela complexa relação entre a inclusão educacional do Surdo na escola comum e a falta de garantia de seu direito pleno de ser Sujeito Surdo. O objetivo geral da pesquisa decorre da contextualização da sua problemática: analisar criticamente a política de inclusão educacional, verificando em que condições o sujeito Surdo tem seus direitos garantidos ou reprimidos. Para discussão de temas como Sujeito Surdo e suas diferenças, direito à educação passando pela educação inclusiva e educação bilíngue para Surdos, foram utilizados como base teórico conceitual da pesquisa: Constituição Federal (1988), Dorziat (2011), Estatuto da Pessoa com Deficiência (2015), Lodi e Lacerda (2009), Moura (2000), Plano Nacional de Educação (2010), Pereira (2011), Quadros (1997 e
2004), Sá (2006), Skliar (1998 e 2003), Strobel (2008) e Vieira (2000). Pautadas nas reflexões de Severino (2002) e Ludke e André (2013), as opções metodológicas desta dissertação foram: mapeamento por meio de questionário virtual de 194 educadores de Escolas Públicas Municipais e Estaduais de São Paulo com posterior análise qualitativa e entrevista estruturada com 12 professores que tiveram em suas turmas regulares alunos Surdos. Os dados analisados demonstram que apesar de haver conhecimento sobre a legislação vigente e de alguns aspectos que perpassam a constituição do Sujeito Surdo, não há mudança efetiva nas práticas escolares de forma que as diferenças do Sujeito Surdo sejam consideradas. Portanto, como uma das considerações finais dessa pesquisa, é possível afirmar que a inclusão educacional de alunos Surdos na escola comum caracteriza-se como uma condição de repressão, não garantindo assim o pleno direito de ser Sujeito Surdo.
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Souza, Silvani de. « Educação de surdos ». reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/95165.
Texte intégralRésumé :
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2011Made available in DSpace on 2012-10-25T21:34:07Z (GMT). No. of bitstreams: 1 293185.pdf: 1348614 bytes, checksum: 2e4eafb4ca01fdd364b00f92bbabca19 (MD5)
A dissertação "Educação de Surdos: construção da identidade e a apropriação cultural no ambiente da escola inclusiva (polo)" tem como principal objetivo analisar e descrever como aconteceu o processo de apropriação e identificação cultural dos educandos surdos incluídos no ensino regular. Um estudo que trata das questões linguísticas e culturais desse grupo com um relato sobre a educação de surdos nas últimas décadas em Santa Catarina e de como o processo de integração e inclusão foi, de certa forma, abrindo espaço para que a comunidade surda atingisse o objetivo de ter a língua de sinais na escola. O estudo proporciona o conhecimento do processo de implementação da Política de Educação de Surdos de Santa Catarina, como aconteceu a formação docente e de intérprete, como também apresenta quais adaptações e organizações a escola precisou fazer ou deixou de fazer. Assim como traz a narração dos educandos surdos sobre sua percepção nesse ambiente escolar. Nas considerações é mostrada a importância da identificação entre os pares surdos e sugiro caminhos para construção da escola bilíngue.
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Soares, Rosineide de Andrade. « CONQUISTAS EDUCACIONAIS DOS SURDOS NO CONTEXTO BRASILEIRO A COMPREENSÃO DE AUTORES SURDOS E NÃO SURDOS SOBRE ESTE EVENTO ». Universidade Metodista de São Paulo, 2011. http://tede.metodista.br/jspui/handle/tede/957.
Texte intégralRésumé :
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Previous issue date: 2011-09-15This research aims to investigate how the authors understand that Deaf and deaf is not on the achievements of the Deaf, directed the educational context in order to examine the different elements and aspects involved indicating which key players and authors of this scenario. The literature was the methodological approach adopted, with analysis of the contents collected in books by non-Deaf or deaf. The chronological parameter for this research is located in the last fifteen years, during which the new rules of the Law of Directives and Bases of Education - LDB / 96 has unaccommodated issue related to education of persons with disabilities. Apparently because of determinations and regulations of Decree No. 5626 DECEMBER / 2005, discussions about the Deaf and sign language have occupied a unique space in society, especially in mainstream schools and teacher training. At first, it seems to be a reflection of the discussions made by the Inclusive Education Political, however, the issue related to the Deaf has been outstanding for many of the extent of his achievements, and sometimes seems to refer to one of the present invention: The Deaf and Sign Language.
Esta pesquisa se propõe a investigar qual a compreensão que autores Surdos e não surdos tem diante das conquistas dos Surdos, apontadas no contexto educacional, de forma a examinar os diferentes elementos e aspectos envolvidos indicando quais os principais atores e autores deste cenário. A Pesquisa Bibliográfica foi o procedimento metodológico adotado, com análise dos conteúdos coletados em livros de autoria de Surdos ou não surdos. O parâmetro cronológico para esta pesquisa está localizado nos últimos quinze anos, período em que as novas determinações da Lei de Diretrizes e Bases da Educação Nacional LDB / 96 tem desacomodado questões relacionadas à educação de pessoas com deficiências. Aparentemente por conta de determinações e regulamentações do Decreto nº 5.626 de DEZEMBRO / 2005, as discussões a respeito dos Surdos e da Língua de Sinais tem ocupado um espaço diferenciado na sociedade, em especial nas escolas regulares e na formação de professores. Num primeiro momento, parece tratar-se de reflexos das discussões postas pelas Políticas de Educação Inclusiva, no entanto, a questão relacionada aos Surdos tem para muitos se destacado quanto à dimensão de suas conquistas e, por vezes parece se referir a uma invenção da atualidade: o Surdo e a Língua de Sinais.
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Abitbol, Sarah. « Ce que l'antisémitisme enseigne à la psychanalyse : une puissance sombre au commande ». Electronic Thesis or Diss., Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC115.
Texte intégralRésumé :
Dans cette thèse, nous traitons de l’antisémitisme comme un symptôme à déchiffrer à partir des enseignements de Freud et Lacan. Il ne s’agit donc pas de psychanalyse appliquée à l’antisémitisme mais de cerner ce qu’enseigne l’antisémitisme à la psychanalyse. Deux questions nous orientent : pourquoi le Juif est-il la cible d’une haine séculaire ? Comment se met-elle en place ? Autrement dit, quels sont les mécanismes psychiques à l’œuvre dans la haine. Ce que signifie être Juif devient alors essentiel pour notre recherche. Pour Freud, ne renoncer à rien et suppléer à ce qui a été perdu, est l’essence du Juif. Et c’est cette ténacité qui lui attire une haine éternelle. Pour Lacan, le sujet Juif, c’est celui qui sait lire dans l’intervalle, et celui qui par l’acte de la circoncision, noue les trois registres du symbolique, de l’imaginaire et du réel et représente l’objet a en tant que reste ; ce qui a pour effet de diviser le champ de l’Autre. Et c’est cela qui lui attire cette haine éternelle. Il n’y a pas de haine sans le surmoi. Chez Freud la haine à l’égard de l’Autre se retourne sur soi. Chez Lacan, le surmoi est sacrifice aux Dieux obscurs qui conduit à l’anéantissement du prochain et de soi-même. Avec Lacan, nous voyons aussi que l’universel, le tout, produit la ségrégation qui est rejet de l’Autre. Il y a là une équivalence signifiante entre le Juif et la femme situés à la fois dans le tout et en dehors, donc pas tout dedans. Nous appréhendons, prenant appui sur le discours du maître forgé par Lacan, comment l’antisémitisme traverse le discours contemporain, comment il se glisse dans la langue. Nous laissons une voix logique, Jean-Claude Milner, une voix philosophique, Bernard-Henri Levy, une voix psychanalytique, Gérard Wajcman, déplier ce que signifie être Juif et démontrer comment l’être Juif est le symptôme du manque à être de celui qui haitIn this thesis, we aim to present antisemitism as a symptom that can be deciphered using the writings of Freud and Lacan. Its intention is not to apply psychoanalysis to antisemitism, but rather to identify what psychoanalysis has to learn from antisemitism. Two main questions serve to orient this discussion: Why did Jews become an object of a secular hatred? And what are the psychic mechanisms that are at the origin of this kind of hatred? In order to address these questions, it is essential initially to define the significance of being Jewish. According to Freud, the essence of the Jew is to concede nothing, and to compensate for what has been lost. It is this tenacity that provokes an eternal hatred. For Lacan, the Jew is the one who knows how ‘to read between the lines’, and also the one who, through the act of circumcision, represents the Objet a as a remnant (according to Lacan’s Register theory) and binds together the three registers: the symbolic, the imaginary, and the real. Thereby, the Jew produces a division in the field of the Other – and it is this that attracts eternal hatred. There is no hatred without the existence of a superego, and Freud demonstrates how hatred towards the Other redounds upon the self. Lacan, argues that the superego is a form of sacrifice to obscure Gods that results in annihilation of the Other and the self. Lacan also shows that the Universal, the all, causes segregation and rejection of the Other. There is a significant equivalence between Jews and women as they are at one and the same time part of the ‘all’ and outside it; they are therefore not all inside. In the present work, we try to grasp, by employing the Discourse of the Master as developed by Lacan, how antisemitism is assimilated into contemporary discourse and insinuates itself into language. We call upon the logical voice of Jean-Claude Milner, the philosophical voice of Bernard-Henri Levy and the psychoanalytical voice of Gérard Wajcman, to unfold the significance of being a Jew, and to demonstrate how the Jew is the symptom of a lack-of-being of the one who hates
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Kuchenbecker, Liège Gemelli. « Inclusão na escola de surdos : estratégias de normalização dos sujeitos surdos down ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2001. http://hdl.handle.net/10183/119429.
Texte intégralRésumé :
Esta dissertação tem por objetivo analisar as estratégias de normalização dos sujeitos surdos down incluídos em uma escola de surdos de Porto Alegre/RS a partir da análise de diferentes campos de saberes que circulam sobre esses alunos na escola. Analiso os ditos sobre os sujeitos surdos down encontrados em documentos como relatórios de avaliação e pareceres clínicos e realizo entrevistas com as professoras que trabalham com eles. Utilizo como ferramentas teórico-metodológicas, as noções de inclusão, norma e normalização. Os materiais mostraram uma regularidade discursiva entre os diferentes campos de saberes – médico, social, psicológico e pedagógico – que fabricam os surdos down como sujeitos dóceis, mas também com “limitações” e “dificuldades na linguagem compreensiva e expressiva” da Língua de Sinais. Os materiais pesquisados constituíram as seguintes unidades de análises: 1) Pareceres clínicos: exame e enquadramento dos sujeitos: discursos individuais ou em conjunto dos diferentes campos de saberes da área da saúde, que são investidos de poderes e produzem verdades sobre os surdos down e seus familiares quando estes procuram o ingresso na escola; 2) Adaptação curricular como estratégia de normalização: se constitui nas análises dos objetivos adaptados, dos comentários sobre o desenvolvimento dos alunos nos relatórios de avaliação e a relação destes com os discursos sobre as práticas pedagógicas com os alunos surdos incluídos nas turmas de surdos; e, 3) Normalização lingüística: gerenciamento do risco da não-aprendizagem: mostra a preocupação com o ensino da Língua de Sinais (L1) e da Língua Portuguesa (L2), sendo essa preocupação uma constante na prática diária dos professores em sala de aula com os alunos surdos com deficiência e alunos surdos sem deficiência, ocorrendo assim, uma comparabilidade e hierarquização dos sujeitos conforme as suas competências lingüísticas. Para gerenciar o risco da não-aprendizagem da L1 e L2, são criadas estratégias de ensino para aproximar o aprendizado da Língua de Sinais dos surdos sem deficiência (sujeitos fluentes na língua) com os surdos down (sujeitos que estão em processo de aprendizado da língua), pois se acredita que dessa forma poderão alcançar o aprendizado da Língua Portuguesa. Assim, essa pesquisa, pretendeu problematizar as estratégias de normalização na escola de surdos, quando nela ocorre a inclusão de alunos surdos down, sujeitos que se diferenciam dos demais surdos por apresentarem característica físicas/biológicas e outros tempos de aprendizado.This paper aims to analyze the strategies of normalization of the subjects deaf down included in a deaf school in Porto Alegre/RS from the different fields of knowledge. I do an analysis of statements about the deaf down subjects found in school´s documents, such as evaluation reports and clinical opinions. I realize, too, interviews with teachers who work with deaf down students. Use as analytical tools, the concepts of inclusion, norms and normalization. The materials showed a discursive regularity between different fields of knowledge - medical, social, psychological and educational - that make the deaf down as docile subjects, but also with "limitations" and "difficulties in receptive and expressive language" of the sign language. The materials studied were the following units of analysis: 1) Clinical Opinions: examination and guidelines of the subjects: individual or group speeches of different fields of knowledge in the health area, who are vested with powers and producing truths about the deaf and its down family members when they seek to enter in the school; 2) Curriculum adapting as a strategy of normalization: it consist in the analysis of the adapted goals, in the comments about the development of students in the evaluation´s reports and in their relationship with the discourses on pedagogical practice with the deaf students included in the deaf classes; and, 3) Linguistic Normalization: managing of the risk of non-learning: it shows the concern with the teaching of Sign Language (L1) and of the Portuguese Language (L2) being a constant concern in the daily practice of teachers in the classroom with deaf students with disabilities and deaf students without disabilities, thus allowing a comparison and ranking of subjects according to their language skills. To manage the risk of non-learning of L1 and L2, teaching strategies are created to bring closer the learning of Sign Language of deaf people without disabilities (individuals fluent in the language) with the deaf down (subjects who are in the process of language learning ) because it is believed that this way will achieve the learning of Portuguese. So, this research, intended to discuss the normalization processes in the deaf school, when it occurs the inclusion of deaf students down, subjects who are different from others because they have deaf characteristic physical / biological and other pace of learning.
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Schmitt, Deonísio. « Contextualização da trajetória dos surdos e educação de surdos em Santa Catarina ». Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/90872.
Texte intégralRésumé :
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação. Programa de Pós-Graduação em EducaçãoMade available in DSpace on 2012-10-23T16:16:20Z (GMT). No. of bitstreams: 1 257030.pdf: 27136978 bytes, checksum: 59b5e5234e1abe87bf0c75513d7b9de3 (MD5)
Esta pesquisa visa introduzir as narrativas do sujeito surdo no que tange a sua história, memória e identidade. Minha posição é que através dela é possível conseguir elucidar a caminhada realizada pelos surdos de Santa Catarina. E também, através de narrativas captadas com o professor surdo Francisco Lima Júnior (Chiquito) e de alguns de seus ex-alunos, bem como de alguns dados de Jornais, fotos e filmagens, consegue-se chegar a escrever a história do movimento surdo de Santa Catarina com respeito à organização e à educação de surdos. Os aspectos teóricos onde me situo são os da história cultural que desenvolve uma reflexão nova sobre estes dados deixados à margem da história. Hoje estes aspectos estão constituindo a história cultural dos surdos de uma forma nova. Procuro refletir sobre a caminhada dos surdos em Santa Catarina, a organização, as lutas, a educação, bem como o que nos identifica como povo surdo. A história cultural está se constituindo no novo campo de pesquisa em Estudos Surdos no Brasil. Temos então novos marcos introduzidos na história cultural dos surdos. Esta pesquisa constitui parte de minha dissertação de mestrado no programa de pós-graduação em educação da UFSC na linha de Educação e Processos Inclusivos. The proposal of this research is to understand the developing of Santa Catarina#s deaf community by analyzing their narratives in respect to their history, memory and identity. We believe that is possible to write the History of deaf education and organization in Santa Catarina, that#s why we will study some narratives offered by Professor Francisco Lima Júnior (Chiquito), pictures, newspaper and recordings. Because some points are rebuilding the deaf cultural history, our theoretical point of view is to understand the cultural history left aside by History itself. This is a new researching field in Brazil Deaf Studies that is rising because there are new facts in deaf history.
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Porto, Shirley Barbosa das Neves. « Sou surdo e não sabia ? Situação linguístico, cultural e educacional dos surdos em Sumé/PB e o processo de implantação da escola bilíngue no município ». Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4856.
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Previous issue date: 2014-03-14Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
La présente thèse étudie le processus d implantation d une école bilingue pour sourds à Sumé, situé à Cariri, dans l État de Paraíba. L objectif général consiste à analyser la construction d une école bilingue pour les sourds dans la cité de Sumé/Paraiba, considérant le modèle bilingue d éducation des sourds comme une possibilité de politique contre-hégémonique au modèle de l éducation inclusive, nous nous donnons les objectifs spécifiques suivants : identifier la situation linguistique, identitaire, culturelle, éducationnelle et sociale des sourds de Sumé, à partir de l année 2010; révéler le contexte des politiques municipale et nationale pour l éducation des sourds, afin de favoriser l élaboration des conditions linguistiques et méthodologiques pour l enseignement des sourds à la municipalité de Sumé; établir des relations entre les procédures d investigation et les implications quant aux projets d extension « Bureau d implantation de l école bilingue pour les sourds de Sumé » et « Encouragement à la constitution de la communauté sourde de Sumé et des cités environnantes » de l UFCG. Pour cela, nous avons cherché à lier la proposition d une étude ethnographique à la perspective de la recherche-action. Autant que professeur de l UFCG, il a été possible d établir une relation entre les pratiques des projets d extension mentionnés plus haut et réalisés sous notre direction en 2011. Toujours dans le cadre de notre méthodologie, nous avons commencé par une recherche documentaire afin de comprendre le cadre politico-réglementaire des actions éducationnelles à l intention des sourds de Sumé, en relation au mouvement national d éducation aux sourds. Les données de la recherche ont été obtenues obtenus tant par des entretiens semistructurés et non structurés, que par l observation du quotidien social et scolaire de la municipalité, principalement dans les espaces utilisés par les sourds, afin de comprendre la complexité de la réalité linguistique, culturelle, et éducationnelle des sourds de la municipalité en question. Les informations recueillies en lien avec les analyses et les réflexions faites, nous permettent de soutenir la thèse selon laquelle la politique d inclusion scolaire des sourds n est pas réellement possible à une échelle locale en tant qu espace réellement inclusif. Pour cela, il y a eu la possibilité de développement d actions contrehégémoniques avec la création d écoles bilingues pour sourds comme locus des production linguistique, culturelle et identitaire en dehors des centres du pouvoir politique. Dans ce contexte, nous avons pu remarquer que l approche bilingue développée dans une école bilingue, permet réellement aux sourds de participer à leurs processus d éducation scolaire, contribuant ainsi fortement avec leur mouvement d affirmation du sourd comme faisant partie intégrante d une communauté linguistique spécifique.
O presente estudo investigou o processo de implantação de uma escola bilíngue para surdos em Sumé, no cariri paraibano. Traçado objetivo geral - analisar o movimento de construção de uma escola bilíngue para surdos na cidade de Sumé/PB, tendo o modelo bilíngue de educação de surdos como uma possibilidade de política contra-hegemônica ao modelo de educação inclusiva -, delimitamos os seguintes objetivos específicos: identificar a situação linguística, identitária, cultural, educacional e social dos surdos de Sumé, tomando como período de início do processo investigativo o ano de 2010; levantar o contexto da política municipal e nacional para educação de surdos, que desse base à elaboração das condições linguísticas e metodológicas para o efetivo ensino de pessoas surdas no município de Sumé; relacionar os procedimentos investigativos às implicações interventivas dos projetos de extensão Assessoria para a implantação da escola bilíngue para Surdos de Sumé e Fomento à construção da comunidade surda de Sumé e cidades circunvizinhas" - da UFCG. Para tal, buscamos aliar a proposta de estudo etnográfico à perspectiva da pesquisa-ação. Desse modo, foi possível relacionarmos as práticas interventivas dos já referidos projetos de extensão, sob nossa coordenação, enquanto docente da UFCG, realizados em 2011. Ainda como parte da opção metodológica, desenvolvemos um levantamento documental, como forma de compreendermos o quadro políticoregulamentador das ações educacionais direcionadas aos surdos de Sumé, aliando-o ao movimento nacional de educação para surdos. Os dados da pesquisa foram obtidos por meio de entrevistas semiestruturadas e não estruturadas e observações do cotidiano social e escolar do município, principalmente, dos espaços utilizados pelos surdos, como forma de entendermos a complexidade da realidade linguística, cultural e educacional dos surdos sumeenses. As informações produzidas juntamente com as análises e reflexões feitas nos permitem defender a tese de que a política de inclusão escolar dos surdos não se sustenta em escala local como espaço realmente inclusivo. Por isso, houve possibilidade de desenvolvimento de ações contra-hegemônicas com a criação de escolas bilíngues para surdos como locus da produção linguística, cultural e identitária, fora dos centros do poder político. Nesse contexto, pudemos constatar que a abordagem bilíngue, desenvolvida numa escola bilíngue, permite aos surdos, realmente, participar de seu processo de educação escolar, contribuindo fortemente com o movimento de afirmação do surdo como integrante de uma comunidade linguística.
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Schuck, Maricela. « A educação dos surdos no RS : currículos de formação de professores de surdos ». Universidade do Vale do Rio dos Sinos, 2011. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3398.
Texte intégralRésumé :
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CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico
A pesquisa tem como objetivo analisar os saberes/conhecimentos sobre os surdos que circularam e circulam nos currículos dos cursos de formação de professores para trabalhar com surdos no Estado do Rio Grande do Sul, no período entre 1984 a 2004. O material de pesquisa analisado é composto por dois currículos de cursos de graduação e três currículos de cursos de capacitação. A pesquisa insere-se no campo dos Estudos Pós-Estruturalistas e dos Estudos Surdos. As ferramentas analíticas de norma e normação/normalização, pensadas a partir das teorizações dos Estudos Foucaultianos, possibilitaram identificar conhecimentos clínico-terapêuticos e culturais atuando nos currículos de formação. O exercício analítico sobre o material de pesquisa mostrou que: 1) o olhar dos professores, mesmo daqueles que dizem estar preparados para trabalhar com surdos, ainda está alicerçado na necessidade de comparação entre surdos e ouvintes; 2) a forte presença do ouvinte nos currículos de formação fez com que os surdos, ao falarem de si, tivessem sempre como referência o ouvinte; 3) os discursos instituídos pelas práticas da Educação Especial colocam em funcionamento estratégias que visam à normalização dos surdos; 4) deslocamentos estão ocorrendo frente à inserção de saberes que problematizam a surdez cultural, tendo como base autores que abordam a cultura surda num viés antropológico-cultural; 5) mesmo que nos currículos de formação apareçam outras formas de olhar para os surdos, produzidas a partir de práticas discursivas que visam a dizer de um surdo cultural, de língua e identidade próprias, constituídas a partir de sua diferença, os surdos continuam capturados dentro da Educação Especial e na oposição binária entre surdos e ouvintes, derivada dos processos de normalização típicas da Modernidade.
This research aimed at analyzing knowledges about the deaf that were spread in curricula of courses offered from 1984 to 2004 to teachers that work with deaf students in Rio Grande do Sul. The material analyzed was composed of two curricula of under-graduation courses and three of habilitation courses. The research was grounded on both post-structuralist studies and Deaf Studies. The analytical tools used - norm and normalization -, thought from the theorizations of Foucauldian Studies, allowed for the identification of both clinical-therapeutic and cultural knowledges acting in the teacher education curricula. The analysis showed that: 1) teachers' positioning, even of those who claimed to be prepared to work with the deaf, is still grounded on the necessity of comparison between deaf and hearing people; 2) the strong presence of hearing people in the teachers' education curricula has led the deaf to have hearing people as a reference when they talk about themselves; 3) discourses instituted by Special Education practices trigger strategies that aim at normalizing the deaf; 4) displacements caused by the insertion of knowledges that problematize the cultural deafness have been based on authors that have approached the deaf culture from an anthropological-cultural perspective; 5) the deaf are still captured by Special Education as well as by the binary opposition between deaf and hearing people which is derived from the processes of normalization that are typical of Modernity, despite the emergence of other forms of regarding the deaf in the curricula, which were produced from discursive practices aiming at talking about the cultural deaf, i.e. those who have their own language and identity constituted from their difference.
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Reis, Flaviane. « Professor surdo ». Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/88409.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação. Programa de Pós-Graduação em EducaçãoMade available in DSpace on 2012-10-22T08:42:33Z (GMT). No. of bitstreams: 1 236323.pdf: 470679 bytes, checksum: ab7cd636a815e11147ab03a97cde1502 (MD5)
Nesta dissertação, o trabalho parte de uma perspectiva de Estudos Culturais e da que se constitui como Estudos Surdos. Tem a intenção de contribuir para a melhoria da representação do professor surdo, sua realidade, sua importância no quadro pedagógico dos surdos. Percebe a possibilidade do professor surdo transgredir através da pedagogia de surdos que se situa no povo surdo, através da identificação com a cultura que se encaixa, fazendo acontecer a alteridade, diferença, identidade, e que vai mais além do seu ser professor surdo, em um clima de transgressão pedagógica, com a implementação de uma política e poética características da pedagogia dos surdos. É realizada por meio de uma abordagem metodólogica onde o conhecimento surge com uma série de teóricos culturais, passa pela observação e análise de suas perspectivas, bem como as observações sobre as narrativas dos sujeitos que a pesquisa envolve. A proposta está voltada para a prática pedagógica, tendo em vista o processo de transgressão, onde o professor surdo é concebido em suas possibilidades de mostrar a realidade de sua transgressão pelo espaço educacional surdo. Nessa transgressão as regras de uma pedagogia tradicional não mais servem ao quadro educacional dos surdos, hoje. Na realidade, pretendo um entendimento para o conceito de cultura, a possível vinculação da história ao longo do processo de transgressão pedagógica que está iniciando, e por fim, nos conceitos de pedagogia da diferença, de ser surdo, o espaço educacional surdo, tendo em vista um afastamento da visão clínica nas escolas e seu alvo de ação e poder como controle de saúde, em direção a uma visão mais pedagógica onde a presença do professor surdo enfatiza a pedagogia de surdos ou pedagogia cultural, para além da visão colonial, no nosso jeito surdo de ensinar, mas também da nossa cultura.
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Li, Feng. « Malaise dans la pensée éthique chinoise : ses impensés à la lumière de la psychanalyse ». Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC057.
Texte intégralRésumé :
La pensée chinoise de la « période axiale », considérée comme une réaction à la crise totale de la civilisation, se trouve marquée d'un caractère « éthique ». Ma thèse vise à fournir des éclaircissements sur les points aveugles de cette pensée éthique chinoise, à travers la psychanalyse, pour favoriser le renouvellement culturel.Ma thèse est divisée en six parties, dont chacune analyse les différents aspects de la pensée « éthique » chinoise : la question de la condition humaine et de sa relation à l’éthique ; la question de la culture et de la morale dans la pensée chinoise ; la question de la subjectivité dans la pensée chinoise ; le « complexe » de la piété filiale et la structure de la famille chinoise ; les idéaux politiques dans les trois traditions chinoises ; la pratique spirituelle taoïste : « jeûne du cœur »(xin zhai 心斋).A travers cette étude, la rencontre avec la psychanalyse devrait contribuer à mettre en lumière le malaise, les aspects aveugles de la pensée chinoise. Parce que c’est « lu du dehors » qu’elle redevient problématique, sinon elle « s’enfermerait dans le silence ou ne tiendrait que des propos convenus »The Chinese thought of the “axial period”, considered as a reaction to the total crisis of civilization, is marked by an “ethical” character. My thesis aims to provide clarification on the blind spots of this Chinese ethical thought, through psychoanalysis, to promote cultural renewal.My thesis is divided into six parts, each of which analyzes the different aspects of the Chinese "ethical" thought: the question of the human condition and its relation to ethics; the question of culture and morality in Chinese thought; the question of subjectivity in Chinese thought; the "complex" of filial piety and the structure of the Chinese family; the political ideals in the three Chinese traditions; the Taoist spiritual practice: "fasting of the heart" (xin zhai 心斋).Through this study, the encounter with psychoanalysis should contribute to shed light on the malaise, the “blind” aspects of Chinese thought. Because it is "read from outside" that it becomes again problematic, otherwise it "would shut itself up in silence or only make agreed remarks"
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Andrade, Rafael de Oliveira. « Infográficos acessíveis para surdos : recomendações ». reponame:Repositório Institucional da UFPR, 2016. http://hdl.handle.net/1884/50198.
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Orientadora: Profª Drª Vania R. UlbrichtCoorientadora: Profª Drª Carolina Calomeno
Dissertação (mestrado) - Universidade Federal do Paraná, Setor de Artes, Comunicação e Design, Programa de Pós-Graduação em Design. Defesa: Curitiba, 09/03/2017
Inclui referências : f. 103-108
Resumo: A literatura envolvendo infografia e acessibilidade trata desses temas, em sua maioria, de maneira isolada, havendo uma lacuna teórica a respeito de sua interação. A escassez de bibliografia agrava-se quando envolve o público surdo. Diante desse quadro e do potencial pedagógico encontrado na infografia, esta pesquisa tem como objetivo propor recomendações para o desenvolvimento de objetos de aprendizagem na forma de infográficos acessíveis para surdos. Para alcançar a meta colocada, procedeu-se a uma revisão sistemática, que embasou a fundamentação teórica, passando pelo desenvolvimento de um infográfico aplicado a um objeto de aprendizagem, que, por fim, foi utilizado com estudantes surdos em uma avaliação da compreensão. A revisão sistemática da literatura visou a estabelecer uma base teórica sobre a relação entre infografia, educação, acessibilidade e surdos, compondo a fundamentação teórica. Nessa etapa, foram discutidas diretrizes e recomendações para o desenvolvimento de materiais acessíveis, as quais foram reunidas em mapas mentais, empregados para guiar o desenvolvimento do infográfico utilizado posteriormente. O desenvolvimento do infográfico reuniu metodologias encontradas na literatura e passou por uma consulta com especialistas antes que fosse aplicado na avaliação. Para essa etapa, seis estudantes surdos voluntariaram-se para a pesquisa, tendo sido divididos em dois grupos: um utilizando o objeto de aprendizagem com o infográfico e o outro não, visando a analisar a compreensão dos sujeitos em relação ao conteúdo apresentado. Após a utilização dos materiais, os estudantes foram entrevistados, revelando informações sobre a percepção e compreensão do material e comprovando a eficácia da infografia nos objetos de aprendizagem. Os dados coletados foram confrontados com a fundamentação teórica, a fim de concluir o objetivo inicial deste trabalho, gerando as recomendações para o desenvolvimento de infografia acessível para surdos, em forma de objetos de aprendizagem. Palavras-chave: Infografia. Acessibilidade. Surdo. Objeto de aprendizagem.
Abstract: Literature involving infographics and accessibility deals, mostly, with these themes in an isolated way, with a theoretical gap in its interaction. The scarcity of bibliography is aggravated when it involves the deaf public. Given this framework, and the pedagogical potential found in the infographics, this research aims to propose recommendations for the development of learning objects in the form of accessible infographic for the deaf. In order to reach the goal, this work began with a systematic review, based on the theoretical basis, through the development of an infographic applied to a learning object that was finally used with deaf students in a comprehension evaluation. The systematic review of the literature sought to establish a theoretical basis on the relationship between infographics, education, accessibility and deaf people, composing the theoretical foundation. In this stage, guidelines and recommendations for the development of accessible materials were discussed, which were gathered in mind maps used to guide the development of the infographic used later in the comprehension evaluation proposed by this research. The development of the infographic met the methodologies found in the literature, and underwent a consultation with specialists before it was applied in the evaluation. For this stage, six deaf students volunteered for the research, being divided into two groups, one using the learning object with the infographic and the other without, seeking to analyze their understanding of the presented content. After the materials were used the students were interviewed, revealing points about the perception and understanding of the material, and proving the effectiveness of the infographics in the learning objects. These collected data were confronted with the theoretical basis, in order to conclude the initial objective of this work, generating the recommendations for the development of accessible infographics for the deaf in the form of learning objects. Keywords: Infographic. Accessibility. Deaf. Learning object.
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MENEZES, Denise Costa. « Letramento em comunidade de surdos ». Universidade Federal de Pernambuco, 2007. https://repositorio.ufpe.br/handle/123456789/7491.
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Previous issue date: 2007Estudos sobre o letramento social vêm sendo desenvolvidos nas Ciências Sociais e na Lingüística. Aspectos socioculturais que determinam o uso da escrita são considerados relevantes para a elaboração de métodos pedagógicos que promovam o desenvolvimento de estudantes competentes na leitura e na produção de textos escritos. Com base em princípios teóricos do letramento e na concepção da surdez como determinante na formação de indivíduos integrados em comunidades lingüísticas (surdos bilíngües, usuários da Língua Brasileira de Sinais-LIBRAS e do Português escrito), o presente estudo visa investigar o uso social da escrita em uma comunidade de surdos na cidade de Recife. Especificamente, objetiva-se identificar os gêneros textuais escritos recorrentes (produção e consumo) na comunidade, e analisar suas funções e significados de acordo com os eventos comunicativos nos quais ocorrem e com as relações sociais que permeiam. A abordagem metodológica escolhida para a realização da pesquisa foi a etnografia, que propõe métodos específicos de observação, incluindo entrevistas, fotos e anotações. Os dados foram coletados ao longo de um ano em diversos eventos sociais da comunidade. Os resultados mostram uma variedade de gêneros textuais escritos encontrados em interações formais e informais nas diversas instituições visitadas. Ao se analisar os significados e as funções sociais dos gêneros textuais escritos emergentes na comunidade, percebem-se aspectos peculiares da comunidade surda, e não encontrados entre ouvintes. Com base no cenário visto, o estudo traz discussões e reflexões sobre a escrita em uso na comunidade e sugestões de ensino da leitura e produção escrita em escolas de surdos. Dessa forma, pretende-se contribuir para a compreensão do letramento em comunidades de surdos usuários de LIBRAS e enriquecendo o acervo de estudos sobre os aspectos socioculturais e lingüísticos inerentes à surdez
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Almeida, Paulo Roberto Alves de. « Hipervídeo na educação de surdos ». reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/168141.
Texte intégralRésumé :
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico, Programa de Pós-Graduação em Engenharia e Gestão do Conhecimento, Florianópolis, 2016.Made available in DSpace on 2016-09-20T04:56:46Z (GMT). No. of bitstreams: 1 339928.pdf: 2148310 bytes, checksum: e70c8e5de09d530e177a76d717e039ae (MD5) Previous issue date: 2016
Este trabalho discute o uso do hipervídeo em práticas educativas destinadas às pessoas surdas. Esta discussão constrói-se a partir de revisões bibliográficas, do design e desenvolvimento de um protótipo, com a temática de projeção cilíndrica ortogonal, e da avaliação do protótipo feita pelo público-alvo da pesquisa. Este processo caracterizou o hipervídeo como uma mídia capaz de ampliar o acesso dos surdos ao conhecimento, oferecendo recursos para atender à diferentes necessidades que são identificadas ao longo deste trabalho. Trata-se de uma pesquisa exploratória conduzida a partir de métodos qualitativos. A revisão bibliográfica dedicou-se ao conhecimento do perfil do público-alvo, às características fundamentais da mídia que se pretende explorar, ao entendimento de como este público-alvo pode ter acesso ao conhecimento por meio desta mídia, e ainda à análise de trabalhos que buscaram encontrar soluções em mídia educativa para surdos e que pudessem ser tomados como referência. É conduzida com o sentido de gerar compreensão e prescrever soluções para os problemas evidenciados. Com relação ao perfil do público-alvo, foram discutidas as formas especiais de comunicação praticadas pelos surdos, algumas questões culturais, perspectivas educacionais praticadas ao longo do tempo e aspectos cognitivos das pessoas surdas. Tendo como foco o ensino de Geometria Descritiva, também foi realizada revisão bibliográfica sobre o ensino de matemática para surdos. Para a exploração das características fundamentais do hipervídeo realizou-se um estudo sobre as diferentes linguagens que compõem esta mídia. Neste sentido, trata-se de uma mídia baseada na linguagem audiovisual e na linguagem hipertextual da hipermídia. Portanto, a discussão teórica e a exploração dos trabalhos que se dedicaram a construir soluções educativas para surdos evidenciaram que a hipertextualidade e a linguagem audiovisual oferecem suporte para a construção de soluções específicas. Da revisão bibliográfica, destacam-se algumas particularidades da mídia e do surdo, como público-alvo, que estabeleceram sugestões para a construção de um protótipo endereçado a ampliar o acesso das pessoas surdas ao conhecimento. Neste sentido, são ressaltadas as particularidades do hipervídeo em: oferecer suporte para facilitar a compreensão das palavras soletradas nos vídeos em Libras, integrar as imagens e outros recurso gráficos às sinalizações, adaptar-se a diferentes perfis de aprendizagem e navegação e provocar interesse em explorar a mídia. Com base nestes requisitos, construiu-se um protótipo que foi testado pelo público-alvo, a partir da constituiçãode um grupo focal, como base para coleta de dados e posterior análise pelo método da análise de conteúdo. Como resultado, salientou-se o caráter de inovação e de suporte ao conhecimento, sendo a mídia bem aceita pelo público-alvo. A partir das considerações feitas pelos participantes da pesquisa foram geradas recomendações para futuros trabalhos nesta área.
Abstract: This work discusses the use of hypervideo in educational practices aimed at deaf people. This discussion is constructed from literature reviews, design and development of a prototype, with the theme of orthogonal cylindrical projection, and the evaluation of the prototype made by target audience. This process characterized the hypervideo as a media able to expand deaf people access to knowledge, providing resources to meet the different needs that are identified during this work. This is an exploratory survey conducted from qualitative methods. The literature review is dedicated to the understanding of the target audience profile, fundamental media features that is intended to be explored, to understand how this audience can have access to knowledge through this media, and also analyzes works that tried to find solutions in educational media for the deaf and that could be taken as reference. It is conducted with the sense of generating understanding and prescribe solutions to the problems highlighted. With regard to the target audience profile, were discussed the special forms of communication practiced by the deaf, some cultural, educational contexts observed over time and cognitive aspects of deaf people. Focusing on teaching descriptive geometry, it was also carried out literature review on mathematics education for the deaf, suggestive practices and difficulties encountered. The characterization of the target audience profile reveals opportunities for expanding knowledge access to this public, opening up the possibilities suggested by hipervídeos. Thus, for the exploration of the fundamental characteristics of hypervideo we carried out a study on the different languages that make up this media. In this sense, it is a media based on audiovisual language and the hypertext language of hypermedia. Therefore, the theoretical discussion and exploitation of the works that have dedicated themselves to build educational solutions for the deaf showed that hypertextuality and audiovisual language support for building specific solutions. From literature review, its highlighted some media and deaf, as target audience, particularities which established suggestions for building a prototype addressed to increase access of deaf people to knowledge.In this sense, the hypervideo is highlighted for: offer support to facilitate the understanding of words spelled in the videos with Signed Language, integrating images and other graphic with Sign Language, adapt to different learning and navigation profiles and provoke interest in explore the media. Based on these requirements, we built a prototype that has been tested by thetarget audience, from the creation of a focus group as a basis for data collection and subsequent analysis by the method of content analysis.
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Amorim, Ana Cecília Ferreira de. « Surdez e biculturalidade : um estudo sobre o autoconceito a partir das interações surdo-surdo e surdo-ouvinte ». reponame:Repositório Institucional da UnB, 2013. http://repositorio.unb.br/handle/10482/13843.
Texte intégralRésumé :
Dissertação (mestrado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-Graduação em Processos do Desenvolvimento Humano e Saúde, 2013.Submitted by Luiza Silva Almeida (luizaalmeida@bce.unb.br) on 2013-07-30T18:08:10Z No. of bitstreams: 1 2013_AnaCecíliaFerreiradeAmorim.pdf: 618316 bytes, checksum: dae15077cfd3bcd4c351e998110b52db (MD5)
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A partir de um acompanhamento psicoeducacional, com um grupo de adultos surdos, buscou-se pesquisar, nas interações surdo-surdo e surdo-ouvinte, os elementos enunciativos reveladores da maneira como o sujeito surdo se posiciona sobre si (como se vê – concepções de si), como vê o outro e como se vê percebido pelo outro. A orientação argumentativa da pesquisa partiu do pressuposto teórico da perspectiva histórico-cultural de L. S. Vigotski e dos preceitos conceituais da filosofia da linguagem propostos por M. Bakhtin. O campo investigativo foi configurado com base na abordagem qualitativa, via videogravação dos diálogos produzidos e mediados pelo uso da Língua Brasileira de Sinais (Libras). Diante dos resultados obtidos e das discussões realizadas, pode-se concluir que o processo de autoconceitualizar-se é complexo e determinado historicamente, no qual o eu se constitui dialogicamente na(s) relação(ões) com o(s) outro(s), em uma constante contradição dialética, com base nas significações produzidas por meio das relações sociais, que são mediadas por signos ideológicos. Isto é, o modo como o surdo se vê tem relação direta com a forma como ele estabelece a sua relação com seus pares surdos e com os ouvintes. Nessa dinâmica, foi possível evidenciar que os surdos são marcados pela ideia de que a surdez é uma deficiência e que ele é alguém menor, em desvantagem social. ______________________________________________________________________________ ABSTRACT
A psychoeducational research with a group of deaf adults was conducted in order to analyze the deaf-deaf and deaf-listener interactions and distinguish the elements that reveal the way the deaf subject sees himself (conceptions about oneself), the way he sees the others, and the way he believes the others see him. The theoretical background for the research assumed the cultural- historical perspective of L.S. Vygotsky and the conceptual precepts of the philosophy of language proposed by M. Bakhtin. The investigation was based on a qualitative approach, and consisted of video recording of dialogues produced and mediated by the use of Brazilian Sign Language (Libras). The results and discussion show that the process of self-conceptualization is complex and historically determined. In this process, the self is constituted dialogically, affirming and/or opposing oneself dialectically, based on the meanings produced through social relations, which are mediated by ideological signs. In other words, the way the deaf see themselves is directly related to the way they interact with their deaf peers and with hearing people. As a result of this study, it became clear that the deaf believe deafness is a disability and that they are in social disadvantage.
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Costa, Maria Claudia Lara da. « Surdos no plural : uma etnografia de sociabilidades e experiências de surdos na Cidade de Curitiba ». reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/49400.
Texte intégralRésumé :
Orientadora: Profª Drª Sandra Jacqueline StollDissertação (mestrado) - Universidade Federal do Parana, Setor de Ciencias Humanas, Letras e Artes, Programa de Pós-Graduação em Antropologia Social. Defesa: Curitiba, 04/10/2010
Bibliografia: fls. 130-137
Área de concentração: Antropologia social
Resumo: Entendendo os usos do corpo e seus recursos expressivos sob a ótica antropológica, esta dissertação se debruça sobre o fenômeno da surdez. Pontuando os momentos e representações associados à categoria surdo, procuro discutir como a construção política de uma cidadania específica para este grupo na atualidade, cujos atores transitam em contextos redundantes, influenciaram na elaboração do que denomino surdidade – uma espécie de identidade coletiva e positiva, específica da surdez – que, ao contrário do que muitos pensam, não é compartilhada por todos que possuem como traço físico a não-audição. Longe de mapear um esteriótipo de surdo, o objetivo deste trabalho é relatar experiências vividas em Curitiba por atores sociais surdos, utilizando a ideia de circuitos e trajetos como instrumento metodológico, para pensar modos de vida de certos segmentos desse "mundo surdo", tão diverso da sociedade ouvinte que o cerca. Neste percurso, as fissuras e desacertos vividos pelos surdos pesquisados são relatados e iscutidos a fim de pensarmos como a situação de liminaridade em uma sociedade ouvinte afeta e transforma a aceitação e defesa de sua urdidade, possibilitando a compreensão das múltiplas formas de xperimentar a surdez e dos graus de inserção e participação na sociedade.
Abstract: Understanding the uses of the body and its expressive resources in the anthropological viewpoint, this paper focuses on the phenomenon of deafness. Punctuating social attitudes associated with the deaf category, it tries to discuss how an specific political construction of citizenship to this group nowadays, influenced the development of a kind of collective deaf identity – which, contrary to what many think, is not shared by all people who have a hearing desability. Far from describe a deaf stereotype, the goal is to show deaf experiences in Curitiba, using ideas of "circuits" and "paths" (MAGNANI, 1997) in this analysis, to outline ways of life of certain "deaf world" segments - so different from hearing society around it. In this way, the cracks and failures experienced by deaf respondents are reported and discussed in order to think how the situation of liminality in a society affects and transforms the acceptance and defense of his deaf identity. It will help us to understand various deafness experience degrees of integration and participation in society.
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Araújo, Andressa Araújo de. « Surdez e preconceito : uma análise a partir dos estudantes surdos e dos pais de surdos ». Pós-Graduação em Psicologia Social, 2018. http://ri.ufs.br/jspui/handle/riufs/7512.
Texte intégralRésumé :
Referring to deafness is, automatically, allude the prejudice. After all, the deaf, for a long period of history, they were not accepted in society; on the contrary, they were distanced and had not meet their social and educational needs. The present study deal with deafness and prejudice and aims to understand the experience of prejudice suffered by deaf students during the school period, in the inclusive proposal, and to analyze the conception of the deaf parents about the prejudice suffered by their deaf children. For this purpose, four studies related to deafness and prejudice were carried out. In Study 1, a conceptual analysis was presented concerning the theme. In the Study 2, was conducted a systematic review, involving the articles that correlate the theme deafness and prejudice, in the period between January 2006 and December 2016, in two databases: SciELO and Pepsic. The objective was to identify what has been investigated and what still needs to be researched for the subject in question and, from there, to develop a study schedule for future research. Bibliometric and content analyzes were carried out on 15 articles that fulfilled the inclusion criteria of the research. The results evidenced the need of further studies in the area. Study 3 aimed to understand the experience of prejudice experienced by the deaf university students during their school career in the inclusive proposal. For this purpose, a focal group with five deaf college students was performed out and, to verify the data, was used the content analysis proposed by Bardin. The results of this study presented, through the deaf discourses about the school experience until High School, manifestations of prejudice such as: the obligation to oralize in the classroom; the absence of interpreters; bullying; verbal violence; discrimination and exclusion. From the same subjects of study and analyzes, an article (Study 4) on School Inclusion of the Deaf was produced, aiming to understand the experience of deaf university students, during their trajectory, in the inclusive proposal. The results shows that the inclusion policies do not happen effectively for all: what happens is integration or a (pseudo) inclusion. It was perceived that the experiences of schooling of the deaf in this study were determined by precarious teaching conditions, compromised by the difficulties of their access to the natural language, by the lack of interpreter and by the predominance of the Portuguese language in the teaching. Later, was made an pioneering study (Study 5) that objective the analyze of understanding of deaf parents about the prejudice suffered by their children. Eight parents of deaf people participated, who gave an interview based on thematic axes that were analyzed through IRAMUTEQ software. The results of this study showed, through the parents' talks, how frequent the acts of prejudices suffered by the deaf, especially by health professionals, the family and the school. According to the five studies, the conclude is, in spite of advances in the laws, aiming, above all, at egalitarian treatments and without prejudice, it is also observed how common is the clinical medical view of society regarding deafness and, as a consequence, acts of prejudice.Referir-se à surdez é, automaticamente, aludir ao preconceito. Afinal, os surdos, durante um longo período da história, não foram aceitos na sociedade; ao contrário, foram afastados e não tiveram atendidas suas necessidades sociais e educacionais. O presente estudo trata sobre a surdez e o preconceito e objetiva compreender a experiência do preconceito, sofrido por surdos universitários, durante o período escolar, na proposta inclusiva, bem como analisar a concepção dos pais de surdos acerca do preconceito sofrido pelos seus filhos. Para tanto, foram realizados quatro estudos relacionados à temática surdez e preconceito. No Estudo 1, apresentou-se uma análise conceitual referente ao tema. No Estudo 2, desenvolveu-se um Estado da Arte, envolvendo os artigos que correlacionam o tema surdez e o preconceito, no período compreendido de janeiro de 2006 a dezembro de 2016, em duas bases de dados: SciELO e Pepsic. O objetivo fora identificar o que tem sido investigado e o que ainda precisa ser pesquisado acerca da temática e, a partir daí, desenvolver uma agenda de estudos para futuras pesquisas. Executaram-se análises bibliométricas e de conteúdo de 15 artigos, que preencheram os critérios de inclusão da pesquisa. Os resultados evidenciaram a necessidade de novos estudos na área. O Estudo 3 teve como objetivo compreender a experiência do preconceito vivenciado pelos surdos universitários, durante sua trajetória escolar, na proposta inclusiva. Para tanto, realizou-se um grupo focal com cinco surdos universitários e, para verificar os dados, utilizou-se a análise de conteúdo proposta por Bardin. Os resultados deste estudo revelaram manifestações de preconceito, através das sinalizações dos surdos, em relação à experiência escolar, até o Ensino Médio, tais como: a obrigação em oralizar em sala de aula; a ausência de intérpretes; bullying; violências verbais; discriminações e exclusões. A partir dos mesmos sujeitos, métodos de estudo e de análise, produziu-se um artigo (Estudo 4) sobre a Inclusão Escolar dos surdos, com o objetivo de compreender a experiência destes universitários, durante sua trajetória escolar, na proposta inclusiva. Os resultados demonstram que as políticas de inclusão não acontecem efetivamente para todos: o que ocorre é a integração ou uma (pseudo) inclusão. Percebeu-se que as experiências de escolarização dos surdos analisadas nesse estudo, foram determinadas por condições precárias de ensino, comprometidas pelas dificuldades de acesso destes à língua natural, pela falta de intérprete e pelo predomínio da língua portuguesa no ensino. Posteriormente, realizou-se um estudo pioneiro (Estudo 5) que buscou analisar o entendimento dos pais de surdos sobre o preconceito sofrido pelos seus filhos. Participaram oito pais de surdos, que concederam uma entrevista a partir de eixos temáticos, analisados através do software IRAMUTEQ. As conclusões deste estudo expuseram, por meio das falas dos pais, como são frequentes os atos de preconceitos sofridos pelos surdos, especialmente originados dos profissionais de saúde, pela família e pela escola. De acordo com os cinco estudos, conclui-se que, apesar dos avanços nas leis, visando, sobretudo, a tratamentos igualitários e sem preconceitos, observa-se ainda como é comum a visão clínica terapêutica da sociedade com relação à surdez e, como consequência, os atos de preconceito.
São Cristóvão, SE