{"id":431,"date":"2018-12-13T10:00:33","date_gmt":"2018-12-13T12:00:33","guid":{"rendered":"https:\/\/humanas.blog.scielo.org\/en\/?p=431"},"modified":"2023-04-27T13:34:41","modified_gmt":"2023-04-27T16:34:41","slug":"psychological-interventions-with-public-secondary-students-mediated-by-art","status":"publish","type":"post","link":"https:\/\/humanas.blog.scielo.org\/en\/2018\/12\/13\/psychological-interventions-with-public-secondary-students-mediated-by-art\/","title":{"rendered":"Psychological interventions with public secondary students mediated by Art"},"content":{"rendered":"

Vera Lucia Trevisan de Souza, Pontif\u00edcia Universidade Cat\u00f3lica of Campinas, Higher Education Program of Post-Graduate Studies in Psychology, Campinas, S\u00e3o Paulo, Brasil<\/strong><\/p>\n

\"\"The psychologists Vera Lucia Trevisan de Souza, Lilian Aparecida Cruz Dugnani and Elaine de C\u00e1ssia Gon\u00e7alves dos Reis developed a research-intervention with students of high school, in order to contribute to the challenges of teaching and training adolescents in high school, whose clipping is the subject of the article published in the Revista Estudos de Psicologia (Campinas, Vol. 35, No. 4), under the title Psychology of Art: fundamentals and practices for a transformative action. Researchers show that activities of an artistic and reflective nature promote the interest and involvement of young people in the debate on themes related to their current and future life. The intervention research involved 70 students, aged between 16 and 18, from two classes of the second year of high school at night. 16 meetings were held during two academic semesters of 2017, in which students discussed various topics of interest, involving life in the big cities, their daily activities – study, leisure and work, their future expectations, employment and profession, among others. The content and dynamics of the meetings alternated in appreciation of visual arts, films and documentary, listening to music, participation in workshops on employment and work, documentary production, paintings, drawings, music, poetry and biographies. The results demonstrate that the insertion of artistic activities with significant forms and content for adolescents mobilizes the expression of ideas and involvement in the debate of issues related to current and future life. Participants perceived that the future is produced in the present, by various constraints and by actions of which they also participate. It was also verified the contribution of the Psychology of Art in the promotion of the development of the subject, in its potential to make alive and to revive emotions and thoughts (GONZ\u00c1LEZ-REY, 2016; VYGOTSKI, 2006). The results show that students’ lack of interest in school can be overcome by interfering with the way knowledge is presented and the sources of information and reflection are expanded, inserting languages \u200b\u200bthat favor imaginative and authoring processes (VIGOTSKI, 1999). Research innovates in two dimensions: in the method, which unites research and intervention as a way of changing reality, and in psychological practices directed at the collective, in partnership with educators.<\/p>\n

References<\/h3>\n

GONZ\u00c1LEZ REY, F. Vygotsky\u2019s concept of perezhivanie in The Psychology of Art and the final moments of his work: Advancing his legacy. Mind, Culture and Activity,<\/em> v. 23, n. 4, p. 305-314, 2016. ISSN: 1532-7884 [reviewed 5 November 2018]. DOI: 10.1080\/10749039.2016.1186196<\/a>. Avaliable from: https:\/\/www.tandfonline.com\/action\/showCitFormats?<\/a><\/p>\n

VIGOTSKI, L. S. Psicologia da arte. S\u00e3o Paulo: Martins Fontes, 1999. (Originalmente publicado em 1925).<\/p>\n

VYGOTSKI, L. S. El desarollo del pensamento del adolescente y la formaci\u00f3n de conceptos. In: VYGOTSKI, L. S. Obras escogidas: paidologia infantil. Madrid: A. Machado Libros, 2006. v. 4, p. 11-46. (Originalmente publicado en 1931).<\/p>\n

To read the article, access<\/h3>\n

SOUZA, Vera L\u00facia Trevisan de; DUGNANI, Lilian Aparecida Cruz \u00a0and\u00a0 REIS, Elaine de C\u00e1ssia Gon\u00e7alves dos.\u00a0Psicologia da Arte: fundamentos e pr\u00e1ticas para uma a\u00e7\u00e3o transformadora.<\/span>\u00a0Estud. psicol. (Campinas)<\/i>\u00a0[online]. 2018, vol.35, n.4, pp.375-388.\u00a0ISSN 0103-166X. [viewed 12 December 2018]. DOI:\u00a010.1590\/1982-02752018000400005<\/a>. Available from:\u00a0http:\/\/ref.scielo.org\/ymqp5w<\/a><\/p>\n

External link<\/h3>\n

Estudos de Psicologia (Campinas) \u2013 ESTPSI: www.scielo.br\/estpsi<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Psychologists and researches of adolescents development carried out an investigation with 70 high school public students and observed that artistic and reflexive activities promote the interest and involvement of young people in the debate on topics related to their current and future life. The research was carried out in a state public school on the outskirts of the city of Campinas-SP, with two classes of second year night, in the two academic semesters of 2017. …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":242,"featured_media":102,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[96,7],"tags":[97,145],"class_list":["post-431","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-estpsi","category-press-release","tag-estudos-de-psicologia-campinas","tag-psychology"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/posts\/431","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/users\/242"}],"replies":[{"embeddable":true,"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/comments?post=431"}],"version-history":[{"count":2,"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/posts\/431\/revisions"}],"predecessor-version":[{"id":1033,"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/posts\/431\/revisions\/1033"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/media\/102"}],"wp:attachment":[{"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/media?parent=431"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/categories?post=431"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/humanas.blog.scielo.org\/en\/wp-json\/wp\/v2\/tags?post=431"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}