o desenvolvimento psicossocial do jovem adulto em Erik Erikson

Antonio Bordignon, Nelso
July 2007
Revista Lasallista de Investigación;jul-dic2007, Vol. 4 Issue 2, p7
Academic Journal
Introduction. This research, which has as its universe a group of teachers, approaches Erikson's theory of psycho social development with a qualitative-quantitative analytic focus, including both the personal and professional levels. It involves eight particular schools, with a catholic orientation, of fundamental and high school education from Porto Alegre, Brasil, in 2001. Objective. To find out how psycho social contents and syntonic and dystonic strengths are internalized in each particle, departing from the meaning of these for each teacher in their personal lives and their performances in the education field. Materials and methods. To collect the information a survey was made, with 18 questions concerning each one of the 8 psycho social practices, with different options to answer: 1-Never, 2-Rarely, 3-With a certain frequency, 4-Very often and 5- Always. The data was analysed with the SPSS 10.0 program, which works from an archive of tabulated data. Results. The research shows that Erkison's theory on psycho social practices is valid in the personal and affective development of the teachers and the influence of syntonic and dystonic forces in their educational performances. They interact in a dynamic way, in a systematic balance/unbalance equilibrium in the personal and professional life of teachers. Psycho social crisis act during all of the life time, disregarding any sequential line in the family, personal or professional dimensions. The dialectics of psycho social crisis, for both people or society, gives birth to a desire to get over them and keep a positive balance between them and the appearance of the forces that boost growth and positive virtues of life. Conclusion. The positive performance of this group of teachers is a proof of the premise that says that, in the normal development of a person, the extension of syntonic forces is bigger than weaknesses and dystonic forces. Is very important to go on with the efforts to keep the values of confidence, autonomy and integrity, collecting, also, their social applications and, mainly, in the teaching-learning process.


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