Apontamentos Históricos do Conceito de Esquizofrenia em Escritos de Vigotski (1930-1934)
This article describes the historical evidence of vygotskian theoretical propositions about the concept of schizophrenia, which are commonly presented through studies of its symptoms with the primary intention of theorizing about the structure and functioning of consciousness in its normal developme...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade do Estado do Rio de Janeiro (UERJ) |
| Repositorio: | Estudos e Pesquisas em Psicologia (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.e-publicacoes.uerj.br:article/79282 |
| Acceso en línea: | https://www.e-publicacoes.uerj.br/revispsi/article/view/79282 |
| Access Level: | acceso abierto |
| Palabra clave: | Vigotski schizophrenia psychology esquizofrenia psicologia |
| Sumario: | This article describes the historical evidence of vygotskian theoretical propositions about the concept of schizophrenia, which are commonly presented through studies of its symptoms with the primary intention of theorizing about the structure and functioning of consciousness in its normal development. The search of description data was carried out, in 2020, on several platforms for publishing articles and books in secondary sources, with the descriptors "schizophrenia" and "Vygotsky", as well as recent published and translated writings of the author, in primary sources. The results indicate that the symptoms of schizophrenia result from the disintegration of thought by concepts that, therefore, interfere in a deleterious way in affectivity and awareness of reality; that, in adolescence, the conceptual thought, in its structure, presents the previous overcome; that development is the key to understanding pathological processes, the processes of dissociation of syntheses, of superior units. We conclude that vygotskian contributions on schizophrenia indicate the interdependence of formation and deformation of higher psychological functions, especially in adolescence. |
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