A formação da identidade numa perspectiva educacional
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1980
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Eksterman, Abram
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This work tries to clarify some identity theo-retical concepts, the way as different authors understand identity, the way we interpret it and the manner the educational process influences the adolescent's identity development. That is why we investigate the identification phenomenon, the intra-psychic conflicts, particularly during the adolescence period, as well as the social, temporal and spacial integration links. We consider identity structured through three different leveIs: through the most developed structures of personality, distingueshed by the interpersonal relationship which is based: on the introjection and projection mechanisms; through the introjective and projective identification mechanisms, and through the fusion persistence or primitive 'sincical' structure which characterizes the syncretic sociability. We begin from the conception of identification as the most prirnitive form of an affective link. We consiqer the sexual and corporal identity conquest as the base for the other partial identities. The formation of identity as a whole, which presupposes a crisis in adolescence, is based on the most specific problem of a sexual identity formation. While identification operates through tions identity comes from the opposition of identification. The process is dialectic. introjec-preceding it is our opinion that identification is formed by eminent social processes. Once it is forrned, it is supported, modified or rernodelled by social relationship. Our preoccupation is concentrated on the identity forming process, taken in a close relation with family, school and society in a constant teacher-student, teaching-learning interaction. We tried to detect, through the field research, the systematized education influences from the identity formation process, and, in especial way, we attempted to visualize the teacher's part in that process. That is why a two part compound questionary was elaborated. Former part contains information about the student's identification, as well as information about the family and school. The second part contains 40 questions considered, inferentially, as indices of poral and spacial integration. the social subjects of our research were constituted of 176 students -boys and girls in the age of 14 -from the 5th and 6th years of the State Schools 1978. The analasis of the obtained in Divinópolis, MG information made clear the development of our subjects in terms (expression) of identification with the primary the childish leveI dependence.