Critical view of madness and civilization in Psychology training
DOI:
https://doi.org/10.17058/psiunisc.v5i1.14536Keywords:
Psychology, Higher education, History.Abstract
Especially since Michel Foucault's History of Madness, which explores the ways in which madness is perceived by society from the Middle Ages to Modernity, doors were opened to the discussion of how madness is historically determined. However, it is commonplace to produce prejudice in common sense about what psychic disturbances are or about the concepts of normal and pathological. It is common for students who are newcomers to a Psychology graduation course to bring with them (pre) concepts about the theme, brought from their everyday life. One of the challenges of teaching in psychology is precisely the resignification of such common sense thinking. From this problematic, this paper aims to discuss the importance of reflection on the issue of madness as a historical construction for first semester students of a Psychology course. We conducted a qualitative, exploratory bias research, built from a narrative literature review. From the analysis of the collected bibliographic material, it was possible to infer that exploring the social, cultural and historical constitution of madness allows to put in check the patterns of normality and pathology, blurring the boundaries between such concepts. Exploring madness and its history enables students to understand the mad subject's edification in its subjective effects and historical context. It becomes possible to bring up the discussion that there were times in history when it was unthinkable to consider madness as a pathology. We conclude that this reflection is of fundamental importance for the psychologist's critical and ethical formation, since it allows him to understand madness not as an innate and natural condition, but as constructed and multidetermined.Especially since Michel Foucault's History of Madness, which explores the ways in which madness is perceived by society from the Middle Ages to Modernity, doors were opened to the discussion of how madness is historically determined. However, it is commonplace to produce prejudice in common sense about what psychic disturbances are or about the concepts of normal and pathological. It is common for students who are newcomers to a Psychology graduation course to bring with them (pre) concepts about the theme, brought from their everyday life. One of the challenges of teaching in psychology is precisely the resignification of such common sense thinking. From this problematic, this paper aims to discuss the importance of reflection on the issue of madness as a historical construction for first semester students of a Psychology course. We conducted a qualitative, exploratory bias research, built from a narrative literature review. From the analysis of the collected bibliographic material, it was possible to infer that exploring the social, cultural and historical constitution of madness allows to put in check the patterns of normality and pathology, blurring the boundaries between such concepts. Exploring madness and its history enables students to understand the mad subject's edification in its subjective effects and historical context. It becomes possible to bring up the discussion that there were times in history when it was unthinkable to consider madness as a pathology. We conclude that this reflection is of fundamental importance for the psychologist's critical and ethical formation, since it allows him to understand madness not as an innate and natural condition, but as constructed and multidetermined.Downloads
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