How Do Emotions Signify? Social Relations and Psychological Functions in the Dramatic Constitution of Subjects

Magiolino, Lavínia Lopes Salomão; Smolka, Ana Luíza Bustamante

doi:10.1080/10749039.2012.743155

Cited by 16 publications

(13 citation statements)

References 13 publications

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“…Children learn this by acquiring speech signs and their conveyed meanings in order to consciously "feel" their emotions and regulate them volitionally, such as by verbal self-instructions. This surfaces in the articles by Magiolino and Smolka (2013), Riquelme and Montero (this issue), and Vadeboncoeur and Collie (this issue). Magiolino and Smolka focused on social interactions between caregivers (parents, teachers) and children in everyday episodes in which a child expresses strong emotions, but has trouble understanding and regulating them.…”

Section: The Role Of Speech Signs In the Growing Consciousness Of Emomentioning

confidence: 84%

Current and Impending Issues in Cultural-Historical Studies on Emotions: A Follow-Up

Holodynski¹,

Seeger²

2013

Mind, Culture, and Activity

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Section: The Role Of Speech Signs In the Growing Consciousness Of Emomentioning

confidence: 84%

Current and Impending Issues in Cultural-Historical Studies on Emotions: A Follow-Up

Holodynski¹,

Seeger²

2013

Mind, Culture, and Activity

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“…Os afetos são, nesse sentido, da ordem do encontro, da experiência e da relação entre os seres no mundo, com o mundo. (Magiolino, 2013). Na filosofia cartesiana, a razão governa soberanamente as paixões (Silva, Castro, & Barbato, 2010).…”

Section: Afirmaunclassified

“…Na filosofia espinosana, isso é algo do reino da ilusão, pois a liberdade não é estar livre das paixões e dos afetos, mas ter conhecimento deles por intermédio da razão e aprender a moderá-los. Os afetos podem libertar ou colocar os homens no plano da servidão à medida que a liberdade reside no fato de o homem poder tornar-se ou não causa de sua alegria (Magiolino, 2013).…”

Section: Afirmaunclassified

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Dimensões (Est)éticas E Políticas Da Paixão Entre Simone E Nelson

Silva

Magiolino

2016

Psicol. Soc.

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lavínia lopes salomão magiolino Universidade estadual de campinas, campinas/sp, Brasil resumoO objetivo deste trabalho é tecer uma reflexão sobre as paixões humanas numa perspectiva histórico-cultural, com base nas contribuições de Vigotski, em diálogo com proposições de Espinosa e Bakhtin. Tomamos como locus central de análise as narrativas de Frain sobre cartas trocadas entre os amantes Simone de Beauvoir e Nelson Algren, que dão visibilidade aos desdobramentos éticos-políticos da paixão. Exploramos a paixão em sua dimensão política, histórico-cultural e seus impactos na configuração experiencial do drama -choque de sistemas que envolve os protagonistas (pessoas sociais) que vivem na carne o enlace. A conclusão aponta para um deslocamento epistemológico no tratamento da paixão que nos permite questionar duas das dicotomias que marcam o pensamento psicológico: a separação entre o social e o pessoal; a razão e emoção. Ao final, assinalamos o estudo das paixões com foco na ação mobilizadora dos processos criadores, para além da passividade apaixonada. palavras-chave: paixão; psicologia do drama; política; Vigotski; Espinosa; Bakhtin. resumenNuestro objetivo es proponer una reflexión a cerca de las pasiones desde una perspectiva histórico-cultural, basado en las ideas de Vygotsky, en diálogo con proposiciones de Spinoza y Bakhtin. Tomamos como lugar central del análisis la narrativa de Frain sobre cartas intercambiadas entre Simone de Beauvoir y Nelson Algren, que dan visibilidad a los desarrollos ético-políticos de essa pasión. Exploramos la pasión en su dimensión política, histórico-cultural y su impacto en el entorno experiencial del drama -sistemas de choque que implican los protagonistas (personas sociales) que viven el enlace. Las hallazgo apunta a un cambio epistemológico en el tratamiento de la pasión que nos permite cuestionar las dicotomías que marcan el pensamiento psicológico: la separación entre lo social y lo personal; la razón y la emoción. Por último, observamos el estudio de las pasiones en la movilización de la acción de los procesos creativos, además de la pasividad apasionada. palabras clave: pasión; psicología del drama; política; Vygotsky; Espinosa; Bakhtin. abstract This paper presents a reflection on the human passions from a cultural-historical perspective, based on the contributions of Lev Semenovich Vygotsky with some of the propositions developed by Baruch Spinoza and Mikhail Bakhtin. The analysis is based on Irene Frain's book about letters exchanged between Simone de Beauvoir and Nelson Algren, that give visibility to the ethical-political developments of passion. Our argument explores the passion in its historical and cultural policy dimension and its impact on experiential setting of the drama. The conclusion goes in the direction of an epistemological shift in the treatment of passion that would allow us to question two of the dichotomies that have marked the psychological thinking; the separation between the social and the personal; and the spin-off reason and emotion. Finally, we...

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“…Recent work published in Mind, Culture, and Activity highlighted the relevance and timeliness of unification (Hedegaard, 2012;Magiolino & Smolka, 2013). Vadeboncoeur and Collie (2013) illustrated schooling's historical dichotomization of cognition and emotion and the ways that standards-based reforms perpetuate a narrow, techno-rational curriculum assessed with quantifiable methods.…”

Section: Field Ecology and Unification: Alternatives To Neoliberal Idmentioning

confidence: 99%

Field Ecology: A Modest, but Imaginable, Contestation of Neoliberal Science Education

Carlone

Benavides

Huffling

et al. 2016

Mind, Culture, and Activity

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Abstract:Science education has become a valuable market tool, serving the knowledge economy and technocratic workforce that celebrates individualism, meritocracy, entrepreneurship, rational thought, and abstract knowledge. Field ecology, however, could be a modest, but imaginable contestation of market-driven neoliberal ideology. We explored diverse high school youths' meaning making of a summer field ecology research experience. Youths' narratives, elicited with a modified card sort and qualitative interviews, highlight the cognitive, social, emotional, and physical aspects of learning demonstrating considerably broader views of knowledge, meanings of the natural world and their place within it, and access to scientific practices than implied by neoliberalism.Keywords: science education | field ecology | youth | high school | neoliberal ideology Article:

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How Do Emotions Signify? Social Relations and Psychological Functions in the Dramatic Constitution of Subjects

Cited by 16 publications

References 13 publications

Current and Impending Issues in Cultural-Historical Studies on Emotions: A Follow-Up

Current and Impending Issues in Cultural-Historical Studies on Emotions: A Follow-Up

Dimensões (Est)éticas E Políticas Da Paixão Entre Simone E Nelson

Field Ecology: A Modest, but Imaginable, Contestation of Neoliberal Science Education

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