A aprendizagem inventiva no ensino de Psicologia

Abstract

This article discusses the possibility of building an inventive apprenticeship in the teaching of Psychology at universities. Initially we will research in three authors, Gilles Deleuze, Virgínia Kastrup and Lev Semionovich Vygotsky, theoretical elements that points similarities with our proposal, bringing to the surface concepts such as “invention”, “recognition”, “dogmatic image of thought” and “zone of proximal development”. Then, we will discuss some key issues related to the theme, linking the theoretical framework with the experience of the authors in the practices of teaching and learning through Psychology. The methodology employed revises important texts from the authors above mentioned to delimit the axial concepts that model the inventive apprenticeship. We make considerations about the incessant game of Difference and Repetition in human cognition and its real possibilities of application in the practices of teaching and learning in Psychology.