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| Author(s): |
Heloisa Helena Genovese de Oliveira Garcia
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Instituto de Psicologia (IP/SBD) |
| Defense date: | 2010-05-27 |
| Examining board members: |
Lino de Macedo;
Rosely Palermo Brenelli;
Marilda Pierro de Oliveira Ribeiro;
Mônica Cintrão França Ribeiro;
Telma Pileggi Vinha
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| Advisor: | Lino de Macedo |
| Abstract | |
Nowadays, there is an increasing requirement to be able to connect in a cooperative and independent way, since we daily take part in a variety of virtual or presential interactive contexts. Therefore, it is task of all professionals, who work with groups, to contribute with the development of this condition. The main purpose of the present research was to promote the building of cooperative relationships in adolescents, in games workshop context. Based on the work of the Psychopedagogy Laboratory of the Psychology Institute of University of São Paulo (LaPp-IPUSP), twenty-three (23) weekly meetings were achieved with twelve (12) students, attending the two last grades of a public elementary school of São Paulo City. The theory and methodology were based upon the contributions and studies carried by Piaget, mainly in the role of interindividual relationship, in cooperation development and the majoring equilibration process. Data collection procedures included a field diary, videotaped workshops, students written registers and individual tape-recorded interviews. Two views of the analysis were highlighted: researcher interventions, as workshop coordinator, and interaction among the individuals. The results were organized in four complementary axes: 1) interventions of methodological character, concerning general rules, daily routine and conduction of games and activities; 2) interventions related to promote seven favorable attitudes toward cooperation: decentering concerning proposals, decentering concerning the other, respecting the rules of the games, respecting the other, responsibility for the groups organization, responsibility for the decisions and ludic spirit; 3) interactions between adolescents in five situations: be provoked by someone else, differences of opinion, someones else request, someones else success and leadership; 4) evolution of five individuals concerning favorable attitudes toward cooperation. In the results, concerning the interventions (axes 1 and 2), eighteen procedures were highlighted, which aimed to break up undifferentiated relationships, to stimulate differentiations and to promote integration in groups of individuals, promoting and building cooperative relationships. The analysis of the interactions (axis 3), structured from a genetic perspective, identified and classified the individuals reactions to each situation, according to three types of compensatory behavior (alpha), (beta) and (gamma). As for the evolution of individuals (axis 4): three presented consistent majoring, concerning favorable attitudes toward cooperation; besides the rise of these attitudes, one of them insisted on an unstable movement and the fifth presented a cooperative behavior along all the process. We take into account the characterization of intervention procedures and the interaction ways among the participants, a relevant contribution of this research to the studies concerning the themes: group work, autonomy and cooperation. Finally, we highlight that the application of Piagets equilibration theory to the field of interindividual relations seems promising for the present investigation (AU) | |