Resumen

GEMAS, Caroline  y  FAGALI, Eloisa Quadros. NARRATIVES IN IDENTITY CONSTRUCTION AND LANGUAGE DEVELOPMENT: SHARED DIALOGICS, MULTIPLE VOICES, DIFFERENT “COGNITIVE-SOCIOAFFECTIVE STYLES”. Constr. psicopedag. [online]. 2024, vol.34, n.36, pp.32-46.  Epub 03-Feb-2025. ISSN 1415-6954.  https://doi.org/10.37388/cp2024/v34n36a04.

The article presents segments of psychpedagogical experiences, focusing on the narratives of both the speaker and the listener, highlighting the value of scientific research based on shared narratives. These narratives unfold during and after the psychpedagogical diagnosis and intervention of a child, including proposed ongoing guidance with family members, teachers, and other educators. Therapeutic mediations emphasize the creation of narratives expressed by the client, which are valued and expanded upon in shared exchanges with the therapist. The qualitative analyses of transference dynamics, therapeutic listening, and the identification of the child’s potential reveal the development of self-confidence and recognition of their potential, associated with an “intuitive-creative” style. The theoretical foundations bring together different but complementary perspectives despite their epistemological differences: the development of language, Bakhtin’s (1992) dialogic and multilingualism, Winnicott’s (2012) and Dias’s (2017) concepts of the transference relationship between the “child and the sufficiently good mother-environment,” and the analytical thoughts of Jung (1991) and Fordham (2006) on the dynamics between the unconscious and conscious, the differences in psychological types, and the unfolding of “cognitive-socioaffective styles” that emerge in the therapeutic dynamic and learning process (Fagali, Azevedo et al.: 2020-2024).

Palabras clave : Narrative; Dialogic; Self; Styles; Nonverbal and verbal expression.

        · resumen en Portugués     · texto en Portugués     · Portugués ( pdf )