No abstract

centro universitario de Brasilia, BrasilResumen este trabajo discute algunos de los retos concernientes al desarrollo de representaciones sociales en la Psicología actual. al igual que con cualquier construcción teórica capaz de iluminar nuevos aspectos del pensamiento científico, el concepto de representaciones sociales se ha expandido a través de los autores que lo usan con diferentes bases teóricas y metodológicas. se introduce en la discusión sobre las alternativas actuales para el desarrollo de la representación social el concepto de subjetividad, desde un punto de vista histórico cultural. desde este marco, la subjetividad se redefine completamente y gana un nuevo significado como parte de un sistema teórico completamente nuevo. Partiendo desde esta definición, la subjetividad se entiende no como fenómenos exclusivamente individuales, sino como un aspecto importante de cualquier fenómeno social. el concepto de subjetividad social se discute en sus consecuencias para el desarrollo de la representación social. esta discusión envuelve a la subjetividad social, al sujeto y a la representación social en un sistema complejo y dinámico.

No abstract

Vygotsky, at the end of his life, advanced a new representation of a psychological system that was ruled by a cognitive-emotional unity, a theorization that remains inconclusive due to Vygotsky's early death. This article discusses the advances made by Vygotsky in the comprehension of human motivation through his concepts of sense and perezhivanie at the end of his work. Through these concepts, he further advanced the discussion of motivation, despite the fact that these concepts have only very recently been considered a relevant part of his legacy in both Russian and Western psychology. This paper discusses the departure from and the historical presentations of the concept of motive in the following two main approaches of Soviet psychology that were mistakenly equated in Western interpretations: Vygotsky's approach, mainly at the first as last moment of his work, and Leontiev's Activity Theory. Based on the final theoretical positions of Vygotsky and of other Soviet authors, and further developing this legacy, this article proposes a new definition of motivation as a specific quality of subjectively configured systems and defines motive as intrinsic to the functioning of all psychological function defines subjective functions as subjectively configured processes. This new proposal of human motivation within a new way of defining subjectivity defines new categories as subjective senses and subjective configurations on which the author bases a specific approach for advancing the topic of subjectivity and motivation within a cultural-historical framework.

desde una perpectiva compleja, dialógica y dialéctica, en la cual la subjetividad se define por los procesos de significación y sentido subjetivo que caracterizan al sujeto, la personalidad y las diferentes instancias sociales en las cuales el sujeto actúa. La necesidad se presenta en un relación recursiva con las emociones, en la cual ambas aparecen, en momentos diferentes, como causas y productos de las relaciones que establecen entre si. El motivo es definido como configuración constituyente de la personalidad y, simultáneamente, como sistema constituido por ella.Palabras-clave: emoción; necesidad; motivo; sujeto; subjetividad. Affectivity From a Perspective of SubjectivityABSTRACT -The theoretical elaborations presented by the author are drawn upon the concept of subjectivity, here used within a dialogical, dialectic and complex framework. Subjectivity is defined by processes of meaning and subjective senses that configure the subject and the personality, and the different social dimensions in which the subject acts. The concept of need is understood in a recurring relationship with emotions, i.e, both of them are simultaneously the "cause"and the "result", along their reciprocal relationship. Motive is here defined as a subjective configuration which is constituted by, and at the same time constitutes, the personality.Key words: emotion; need; motive; subject; subjectivity. A Afetividade a Partir de uma Perspectiva da SubjetividadeRESUMO -A reflexão apresentada pelo autor tem como ponto de partida o conceito de subjetividade, o qual retoma desde uma perspectiva complexa, dialógica e dialética, na qual a subjetividade se define pelos processos de significação e sentido subjetivo que caraterizam ao sujeito, a personalidade e as diferentes instâncias sociais nas quais o sujeito atua. A necessidade se apresenta em um relacionamento recorrente com as emoções, no qual ambas aparecem em momentos diferentes como causas e produtos das relações que estabelecem entre si. O motivo é definido como configuração constituinte da personalidade e, simultaneamente, como sistema por ela constituído.Palavras-chave: emoção; necessidade; motivo; sujeito; subjetividade. plejos vínculos entre el sujeto y la cultura, y nos planteamos estos en su real complejidad, superando todo intento de encajar esa procesualidad compleja y contradictoria en categorias estáticas previas a nuestra producción de conocimiento. En la historia de la sociología, la antropología y la filosofía, el término subjetividad se desarrolló antes que en la psicología, pero la variedad de acepciones de su uso han dejado imnumerables interrogantes que deben ser puntualizadas para su uso en la psicología.En la psicología el término o los problemas estrechamente vinculados con él, se han presentado desde categorias diferentes, las cuales podrían tener importantes puntos de convergencia a través del desarrollo del tema de la subjetividad. Así, por ejemplo, los temas de las representaciones sociales, del si mismo (en la forma en que lo presentan autores como Guidano, 19...

This paper aims to discuss the rejection of subjectivity by psychologists dominantly oriented towards concepts like discourse and deconstruction, as well as communicative and relational activities. The recognition of the symbolic character of human phenomena by psychology occurred relatively late in relation to philosophy, linguistics and anthropology. Nonetheless, this entrance was so radical that it led psychologists to deny most of the concepts that have traditionally been used by psychology. This paper departs from theoretical traditions that advanced a step further in the comprehension of the human psyche as a cultural-historically engendered phenomenon. On this basis, a new definition of subjectivity is advanced as a phenomenon that emerges as a result of the symbolical forms which are socially and historically situated, from which concepts like discourse, deconstruction and dialogical-communicative systems also appeared. Subjectivity, as treated in this paper, is oriented toward specifying human processes that are not exhausted in these concepts, being complementary to them in a broader and complex approach to the study of human realities.

In the last ten years, new trends in the interpretation of Vygotsky’s work have been developed, many of which have transcended the traditional interpretations that have been hegemonic in Soviet and Western psychology since the 1980s. Nonetheless, Vygotsky’s “The Psychology of Art” is among the most interesting books written by this Soviet psychologist and, paradoxically, has not received enough attention in the study of his legacy. In that book, Vygotsky developed a rich psychology, in dialogue with Philosophy, Sociology and Art. In this paper, some theoretical questions and concepts developed by Vygotsky are discussed, which were not included in the dominant interpretation of his work, neither in Soviet nor Western psychology. The discussion opened by Vygotsky throughout the book shows that philosophy, art, poetry, Sociology and Psychology are interrelated in such a way that they are a living theoretical representation whose epicenter was human motivation and the creative character of human performance.

Este trabalho objetivou explorar as representações, compartilhadas por vinte e cinco profissionais da educação da rede regular de ensino fundamental, acerca da inclusão escolar de alunos com necessidades especiais. Para tanto, priorizaram-se os sistemas conversacionais mantidos na vivência da instituição escolar durante sete meses de desenvolvimento da pesquisa. As análises das informações constataram que os aspectos implícitos da instituição escolar acerca da inclusão escolar estão atrelados a distintas representações: possibilidade de desenvolvimento educacional, espaço de socialização e práticas compensatórias. Pôde-se concluir que, enquanto não forem compreendidos as crenças, os desejos, as frustrações e os afetos dos professores quanto a sua ação profissional, eles não poderão a assumir o papel de educar todo e qualquer aluno e, dessa forma, a instituição escolar continuará reproduzindo o círculo cruel da diferenciação e exclusão dos alunos. Somente seus sentidos singulares direcionarão posturas na construção e desenvolvimento de uma escola inclusiva aos alunos indistintamente.