O presente trabalho trata de uma tentativa de entendimento do funcio namento do ego e seu papel nas disfunções sexuais, utilizando para isto a compreensão de Freud sobre o Ego e a visão da Psicologiado Ego.A Psicologia do Ego origina-se da segunda teoria da ansiedade de Freud (1923) e da Teoria Estrutural: Id, Ego e Superego. A partir destes conceitos fundamentais de Freud, que sempre se preocupou em compreen der o funcionamento do ego, Hartmann organizou a Psicologia do Ego e mais tarde outros autores, seguidores desta escola, desenvolveram mais suas idéias.A autora procura explicar o que são disfunções sexuais, desenvolve conceitos sobre sexualidade masculina e feminina dentroda visão freudiana e hartmaniana, ilustra com duas vinhetas o material e depois apresenta suas conclusões.
Entre los objetivos específicos planteados dentro de la investigación "Estudio de las erogeneidades y defensas desarrolladas por un grupo de mujeres políticas en el Ecuador", se encuentra el analizar los ideales por contenido y forma desplegados por un grupo de mujeres militantes y ex militantes políticas partiendo del análisis de sus discursos. El método utilizado para la investigación es el Algoritmo David Liberman en los niveles de análisis de palabras y relatos. Los ideales incluyen y expresan concepciones del tiempo, del espacio, de los grupos, es decir, cómo las personas, en este caso las mujeres, entienden una realidad en un determinado contexto, como ya lo propuso Freud en la Conferencia 35. Cada cosmovisión tiene una forma de representar un grupo, cada cosmovisión implica un proyecto, es decir, un tipo de ideal, un tipo de configuración del espacio-tiempo. ; In the Study of Libidinal Drives and Defense Mechanisms manifested through Discourse of Politically Active Women in Ecuador, one of the specific objectives proposed was to analyze the ego ideal in the form and content manifested in discourses of women politicians. The method used in the investigation is the David Liberman Algorithm (DLA) and the stages for analysis are two: words and narrations. The ego ideal expresses and includes different conceptions of time, surroundings and groups that show how people, and women in this case, conceive reality in a specific context, as Freud had already anticipated in his 35th Conference. Every cosmovision involves a project; more specifically an ego ideal as well as an ambiance and time configuration that are manifested through discourse.
El desarrollo colaborativo se refiere al proceso de creación de software a través de la interacción simultánea de más de una persona; es así como los programadores colaboran entre ellos para obtener un sistema informático funcional y de calidad. Estos enfoques plantean serios desafíos. Entre ellos, se encuentran los aspectos humanos relacionados con las interacciones que los programadores establecen durante su trabajo. En este artículo se presentan dos formas de desarrollo colaborativo: la programación por pares y la programación mob. Posteriormente, se reflexiona sobre las ventajas y retos de cada una. Asimismo, se presentan cuatro maneras distintas de enfrentar sus desafíos: la etiqueta de colaboración, la programación sin ego, el engagement, y el trabajo en equipo.
A ghost roams the modern world: "the ghost of the ego" With this sentence, Friedrich Nietzsche offers a diagnosis of the modern self that finds the royal road to the unconscious in mass imitation. In the footsteps of Nietzsche, modernist authors such as Joseph Conrad, DH Lawrence, Georges Bataille - read in dialogue with human sciences such as anthropology and psychoanalysis, research on hypnosis and mass psychology - question themselves about reflected mimetic phenomena that do not they are under the rational control of consciousness and are, in this sense, in-conscious. From identification to affective contagion, passing through sympathy and laughter, violence and magic, hypnosis and suggestion, the mimetic unconscious reveals how modernist authors make our concept of "I" new because they anticipate recent developments in neuroscience. They also offer us an out-of-date mirror to reflect critically on the becoming of our "I" as well as on the power of authoritarian leaders - past and present - to transform the mass subject into a copy or a "ghost of the ego". - Un fantasma si aggira per il mondo moderno: "il fantasma dell'io." Con questa frase, Friedrich Nietzsche offre una diagnosi dell'io moderno che trova nell'imitazione di massa la via regia all'inconscio. Sulle orme di Nietzsche, autori modernisti come Joseph Conrad, D. H. Lawrence, Georges Bataille - letti in dialogo con scienze umane come l'antropologia e la psicanalisi, le ricerche sull'ipnosi e la psicologia di massa - si interrogano su fenomeni mimetici riflessi che non sono sotto il controllo razionale della coscienza e che sono, in questo senso, in-consci. Dall'identificazione al contagio affettivo, passando per la simpatia e il riso, la violenza e la magia, l'ipnosi e la suggestione, l'inconscio mimetico rivela come autori modernisti rendono il nostro concetto di "io" nuovo perché anticipano recenti sviluppi nelle neuroscienze. Ci offrono pure uno specchio inattuale per riflettere criticamente sul divenire del nostro "io" così come sul potere dei leader autoritari - passati e presenti - di trasformare il soggetto di massa in una copia o un "fantasma dell'io".
'Moi, the truth I speak'. By this formula, Jacques Lacan had referred to this truth, which, from the place of the unconscious person, took the floor even though the subject was constantly pushing it back to know nothing. As a first step, this article highlights the status that Lacan gives to the issue of truth in psychanalytic theory. While the truth speaks, including and perhaps above all towards it, it is also marked by structural incompleteness, which paradoxically gives it its power. That pathway then makes it possible to take up the problem of truth in Christianity and the role of the witness. Here, the pascal pattern has a central function, as it denotes a truth that is removed from the knowledge that the witness is responsible for stating. Finally, in dialogue with the 'Moi, the truth I speak' of Lacan, we wonder what the meaning of 'I am the truth' said by Christ according to the Evangile of Jean. ; International audience ; 'Moi, the truth I speak'. By this formula, Jacques Lacan had referred to this truth, which, from the place of the unconscious person, took the floor even though the subject was constantly pushing it back to know nothing. As a first step, this article highlights the status that Lacan gives to the issue of truth in psychanalytic theory. While the truth speaks, including and perhaps above all towards it, it is also marked by structural incompleteness, which paradoxically gives it its power. That pathway then makes it possible to take up the problem of truth in Christianity and the role of the witness. Here, the pascal pattern has a central function, as it denotes a truth that is removed from the knowledge that the witness is responsible for stating. Finally, in dialogue with the 'Moi, the truth I speak' of Lacan, we wonder what the meaning of 'I am the truth' said by Christ according to the Evangile of Jean. ; « Moi, la vérité je parle ». Par cette formule, Jacques Lacan avait désigné cette vérité qui, du lieu de l'inconscient, prend la parole alors même que le sujet ne cesse de la ...
My reflection on current language practices in martiniquaise crèches and kindergartens. I am interested in identifying the arrangements for daily interaction in these spaces and, more specifically, the intentional distortions that may occur during exchanges between adults and children. Taking account of the diversity resulting from the distortions identified is, in my view, a prerequisite for developing a dynamic of intercomprehension necessary for the maturation of language and learning practices among the very small in Martinique. This work proposes new arrangements under a teaching contract that takes into account the diversity of children and adults. This contract is intended to provide pupils and teachers with the conditions for active interunderstanding. It is also a question of contributing to the reflection on a linguistic policy in the context of cultural diversity. ; International audience My reflection is about language practices in nurseries and pre elementary schools of Martinique. I am interested by noticing modalities about daily interactions in those areas, particularly by intentional distortions we can find in adult and child exchanges. Taking in consideration diversity from collected distortions is in opinion a prerequisite to dynamic of a necessary reciprocal comprehension for maturation of language and learning behaviors among small children in Martinique. This work proposes new patterns in a didactic agreement considering adult and child diversities. This agreement must offer to pupils and teachers favorable conditions to an active reciprocal understanding. That is moreover a contribution to reflection on a linguistic politic in context of cultural diversity. ; My reflection on current language practices in martiniquaise crèches and kindergartens. I am interested in identifying the arrangements for daily interaction in these spaces and, more specifically, the intentional distortions that may occur during exchanges between adults and children. Taking account of the diversity resulting from ...
Für Walter Benjamin entzieht sich die Polizei der Rationalisierung: Sie ist zugleich "rechtsetzende" und "rechserhaltende Gewalt" und bricht so mit dem Prinzip des ausgeschlossenen Widerspruchs. Wie kann der duale wenn nicht sogar widersprüchliche Charakter einer solchen Institution soziologisch gefasst werden? In diesem Artikel werde ich zeigen, dass empirische Untersuchungen an der Polizei tatsächlich eine Dimension der Illegalität aufzeigen. Diese Illegalität ist jedoch sozial situiert. Wenn der Illegalismus der Polizei in seiner eigenen sozialen Geographie verstanden und einbezogen wird, dass die Urteile, die Gerichte sprechen, die souveräne Gewalt der Polizei auf einige Bereiche des sozialen Raums einschränken, ermöglicht diese Vorgehensweise den politischen Charakter der Polizei in dem von Carl Schmitt formulierten Sinn zu verstehen. In diesem Text möchte ich eine politische Theorie der Polizei vertreten, wonach der Institution Polizei in unseren zeitgenössischen rationalen Rechtsstaaten die Funktion zukommt, die politische Gemeinschaft zum Ausdruck zu bringen. ; International audience
pesquisa qualitativa realizada com três mulheres negras vítimas de violência doméstica procurou verificar, por meio de entrevistas, se existiram inscrições da introjeção do ideal de brancura em suas subjetividades e avaliar em que contextos apareceram o racismo e a violência doméstica em suas vidas. A importância desse tipo de estudo está em destacar a existência do mito da democracia racial no Brasil, em sua face perversa, ao demonstrar como o ideal de ego de brancura é veiculado inconscientemente por meio da ideologia como forma de subalternizar o grupo étnico-racial negro ao dominante. Coloca-se em destaque o alto índice de violência doméstica contra mulheres negras e a urgência de políticas públicas para a prevenção desses crimes e proteção às vítimas. ; This qualitative research study, which involved interviews with black women victims of domestic violence, was aimed at verifying if there were any inscriptions of the ideal of whiteness introjected in their subjectivities and at evaluating the contexts in which racism and domestic violence appear in their lives. The importance of this type of study is in highlighting the existence of the myth of racial democracy in Brazil, in its perverse face, by showing how the ego ideal of whiteness is propagated unconsciously through ideology as a way of subjugating the black racial-ethnic group to the dominant one. The study emphasizes the high rate of domestic violence against black women and the urgency of public policies for the prevention of these crimes and the protection of the victims.
This study analysed the differences in self-perception, goal orientation and participation in physical activity (PA) in girls (N= 244) attending military schools. Girls had moderately higher levels of perceived competence, and there were no significant differences between age-groups. The figure for task-orientation was higher than ego-orientation. Girls expressed a positive attitude toward school and PE. Most girls did not practiced PA outside school, but 63,9% were involved in school sports. It seems that the military educational institutions are being successful in helping students to adopt physically active lifestyles. The development of perception of competence, task-orientation, and favourable attitudes seem to be important factors to enhance the levels of PA among students. ; Este estudio analiza las diferencias en la percepción, orientación de meta y participación en la actividad física (AF) en chicas (N= 244) de escuelas militares. Estas chicas tienen niveles moderadamente más altos de competencia percibida, y no hubo diferencias significativas entre los grupos de edad. Las cifras correspondientes de orientación a la tarea fue mayor que la de orientación al ego. La mayoría expresó una actitud positiva hacia la escuela y la Educación Física. La generalidad de las niñas no practicaba AF fuera de la escuela, sin embargo 63,9% participaban en el deporte escolar en la escuela. Parece que las instituciones educativas militares están siendo exitosas en ayudar a los estudiantes a adoptar estilos de vida activos. El desarrollo de la percepción de competencia, orientación a la tarea y las actitudes favorables parecen mejorar los niveles de AF entre las estudiantes.
This study analysed the differences in self-perception, goal orientation and participation in physical activity (PA) in girls (N= 244) attending military schools. Girls had moderately higher levels of perceived competence, and there were no significant differences between age-groups. The figure for task-orientation was higher than ego-orientation. Girls expressed a positive attitude toward school and PE. Most girls did not practiced PA outside school, but 63,9% were involved in school sports. It seems that the military educational institutions are being successful in helping students to adopt physically active lifestyles. The development of perception of competence, task-orientation, and favourable attitudes seem to be important factors to enhance the levels of PA among students. ; Este estudio analiza las diferencias en la percepción, orientación de meta y participación en la actividad física (AF) en chicas (N= 244) de escuelas militares. Estas chicas tienen niveles moderadamente más altos de competencia percibida, y no hubo diferencias significativas entre los grupos de edad. Las cifras correspondientes de orientación a la tarea fue mayor que la de orientación al ego. La mayoría expresó una actitud positiva hacia la escuela y la Educación Física. La generalidad de las niñas no practicaba AF fuera de la escuela, sin embargo 63,9% participaban en el deporte escolar en la escuela. Parece que las instituciones educativas militares están siendo exitosas en ayudar a los estudiantes a adoptar estilos de vida activos. El desarrollo de la percepción de competencia, orientación a la tarea y las actitudes favorables parecen mejorar los niveles de AF entre las estudiantes.
The aim of this study was to determine how adolescents construct their own identity during this important stage of their lifecycle. We evaluated the identity of a group of 42 adolescents between 11 and 12 years (early adolescence) and between 14 and 15 years (late adolescence), from EOMEIS-II (Extended Version of the Objective Mesure of Ego Identity Estatus created by Adams, Benion and Huh, 1989) which is part of an Ericksonian conceptualization of identity. In the results obtained we can see that students have higher scores on a global level, the most active and mature estatus (identity achieved and moratorium) in the passive and immature estatus (identity foreclosed and diffused). The boys have a higher score than girls in stating the identity moratorium on free time and political identity achieved ; El presente trabajo pretende conocer cómo los adolescentes construyen su propia identidad durante esta etapa tan importante del ciclo vital. Valoramos la identidad de un grupo de 42 adolescentes entre 11 y 12 años (adolescencia inicial) y entre 14 y 15 años (adolescencia tardía), a partir del EOMEIS-II (Extended Version of the Objective Mesure of Ego Identity Estatus creada por Adams, Benion y Huh en 1989) que se enmarca en una conceptualización ericksoniana de la identidad. En los resultados observamos que los alumnos presentan una mayor puntuación, a nivel global, en los estatus más activos y maduros (identidad alcanzada y moratoria) que en los estatus pasivos e inmaduros (identidad hipotecada y difusa). Los chicos obtienen una puntuación más elevada que las chicas en las medias en identidad moratoria en el tiempo libre e identidad política alcanzada
The aim of this study was to determine how adolescents construct their own identity during this important stage of their lifecycle. We evaluated the identity of a group of 42 adolescents between 11 and 12 years (early adolescence) and between 14 and 15 years (late adolescence), from EOMEIS-II (Extended Version of the Objective Mesure of Ego Identity Estatus created by Adams, Benion and Huh, 1989) which is part of an Ericksonian conceptualization of identity. In the results obtained we can see that students have higher scores on a global level, the most active and mature estatus (identity achieved and moratorium) in the passive and immature estatus (identity foreclosed and diffused). The boys have a higher score than girls in stating the identity moratorium on free time and political identity achieved ; El presente trabajo pretende conocer cómo los adolescentes construyen su propia identidad durante esta etapa tan importante del ciclo vital. Valoramos la identidad de un grupo de 42 adolescentes entre 11 y 12 años (adolescencia inicial) y entre 14 y 15 años (adolescencia tardía), a partir del EOMEIS-II (Extended Version of the Objective Mesure of Ego Identity Estatus creada por Adams, Benion y Huh en 1989) que se enmarca en una conceptualización ericksoniana de la identidad. En los resultados observamos que los alumnos presentan una mayor puntuación, a nivel global, en los estatus más activos y maduros (identidad alcanzada y moratoria) que en los estatus pasivos e inmaduros (identidad hipotecada y difusa). Los chicos obtienen una puntuación más elevada que las chicas en las medias en identidad moratoria en el tiempo libre e identidad política alcanzada
The aim of this study was to determine how adolescents construct their own identity during this important stage of their lifecycle. We evaluated the identity of a group of 42 adolescents between 11 and 12 years (early adolescence) and between 14 and 15 years (late adolescence), from EOMEIS-II (Extended Version of the Objective Mesure of Ego Identity Estatus created by Adams, Benion and Huh, 1989) which is part of an Ericksonian conceptualization of identity. In the results obtained we can see that students have higher scores on a global level, the most active and mature estatus (identity achieved and moratorium) in the passive and immature estatus (identity foreclosed and diffused). The boys have a higher score than girls in stating the identity moratorium on free time and political identity achieved ; El presente trabajo pretende conocer cómo los adolescentes construyen su propia identidad durante esta etapa tan importante del ciclo vital. Valoramos la identidad de un grupo de 42 adolescentes entre 11 y 12 años (adolescencia inicial) y entre 14 y 15 años (adolescencia tardía), a partir del EOMEIS-II (Extended Version of the Objective Mesure of Ego Identity Estatus creada por Adams, Benion y Huh en 1989) que se enmarca en una conceptualización ericksoniana de la identidad. En los resultados observamos que los alumnos presentan una mayor puntuación, a nivel global, en los estatus más activos y maduros (identidad alcanzada y moratoria) que en los estatus pasivos e inmaduros (identidad hipotecada y difusa). Los chicos obtienen una puntuación más elevada que las chicas en las medias en identidad moratoria en el tiempo libre e identidad política alcanzada
Os Cursos da Sorbonne de Merleau-Ponty tratam da psicologia e pedagogia da criança. Dentre outros tópicos, interessa-nos aqui a perspectiva fenomenológica merleau-pontiana acerca da relação entre intencionalidade e aquisição de linguagem. Ancorado no pensamento de Max Scheler e, sobretudo, Ferdinand de Saussure, Merleau-Ponty apresenta uma noção de linguagem que visa examinar as posições intelectualista e empirista de modo a superar a privacidade do cogito tácito e os limites do alter ego de Husserl, indicando assim uma origem intercorporal do fenômeno linguístico em que outrem opera o descentramento do eu pela fala.
Questo studio č basato su una tecnica psicodinamica, l'asse della matrice mosaica (MMA), che si pone l'obiettivo di promuovere il consolidamento del Sé soggettivo individuale. Questo processo č permesso da una specifica sequenza psicodinamica: lo stabilirsi della repressione primaria individuale, della differenziazione tra sé e non sé e del vincolo dinamico tra Ego e autoidentitŕ. Un caso di intervento su una classe ingestibile di bambini in etŕ di latenza serve per illustrare la tecnica. L'autore ha condotto la supervisione di una consulente al quarto anno di un master di psicologia clinica. Le fasi dinamiche che hanno permesso il superamento della crisi sono state: 1) mostrando la propria "presenza" ai bambini, l'adulto cattura la libido nel corpo-Ego-identitŕ di ciascun bambino; 2) catturando sia la libido sia l'aggressivitŕ del bambino, l'adulto rafforza la funzione dell'Ego del bambino nel dialogo; 3) creando una configurazione edipica intergenerazionale, che viene rappresentata dal gruppo normativo, l'adulto consente la collocazione del bambino nella configurazione. La strategia di base č stata formulata sulla base della Teoria della fluttuazione dell'equilibrio (Kotani) e si propone la gestione della fluttuazione di ogni bambino come una molecola utile a governare la macro-fluttuazione di una scuola, come organizzazione e come gruppo allargato.
