Classroom
space of thought autorship
Keywords:
Object attachement, authorship, autonomyAbstract
This article is intended to target the development process of thoughtauthorship originating from classroom attachment between teacher andstudent, providing anchorage to the unfolding of an autonomous being andhis identity. In this tipically theoretical issue Is tried to make a profoundstudy in analysing the teacher-student relationship, in a psycopedagogicalvision. Is primordial the establishment of a dialogue with the educators, whosearch to build a new pedagogical practice from de inquietude experienced in the classroom.
Downloads
References
Mendes, GMS. O desejo de conhecer e o conhecer do desejo: mitos de quem ensina e de quem aprende. Porto Alegre: Artes Médicas, 1994.
Fernández, A. A mulher escondida na professora: uma leitura psicopedagógica de ser mulher, da corporalidade e da aprendizagem. Porto Alegre: Artes Médicas, 1994.
Fernández, A. O saber em jogo: a psicopedagogia propiciando autorias de pensamento. Porto Alegre: Artmed, 2001. p.90.
Freire, P. Professora sim, tia não. São Paulo: Olho d’ Água, 1995.
Pichon-Rivière, E. Teoria do vínculo. 5. ed. São Paulo: Martins Fontes, 1995.
Vygotsky, LS. A formação social da mente. São Paulo: Martins Fontes, 1994.
Arroyo, Miguel G. Ofício de mestre: imagens e auto-imagens. Petrópolis, RJ: Vozes, 2000. p. 120.
Hamachek, D. Encontros com o self. Rio de Janeiro: Interamericana, 1968.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2003 Jurema Nogueira Mendes Rangel
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
