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International Journal of Advances in Psychology (IJAP) Volume 3 Issue 4, November 2014 doi: 10.14355/ijap.2014.0304.03

Think And Social Action: Report of An Experience Rita de Cássia Vieira Federal University of the Jequitinhonha and Mucuri Valleys, Brazil Email: rita.vieira@ufvjm.edu.br Abstract The aim of this paper is to present a historical narrative about the Clinic of Psychology Edouard Claparède (Clínica de Psicologia Edouard Claparède). This institution had its origin in the Laboratory of Psychology and Educational Research Edouard Claparède (Laboratório de Psicologia e Pesquisas Educacionais Edouard Claparéde), founded by russian psychologist and educator Helena Antipoff in Fazenda do Rosário (Rosario´s Farm), Minas Gerais State (MG), Brazil.

The method used was the historiography, specifically in the field of history of psychology. The sources used were written documents and interviews. The study revealed a distinct work, relevance and pioneering of the institution in the context of establishment and consolidation of brazilian scientific psychology.

Keywords History Of Psychology; History Of Educational Psychology; Laboratory Of Psychology; Clinic Of Psychology

Introduction Throughout her life story, Helena Antipoff (1892-1974) proved to be tireless in to summon efforts and to congregate people and institutions to reach her goals.

Antipoff is known by the establishment and consolidation of Brazilian psychology, she left as symbol of her achievements the involved look with social and cultural issues.

In Brazil, were visible in the development of her work the traces left by the learning started in Russia, where the psychology took a new direction, designed based on the historical-cultural perspective. Your choice has always been to utilize the resources of science to discover alternatives to confront social problems, thus improving the quality of life of the poor people.

Founded by russian psychologist and educator in the Fazenda do Rosário, now called the Clínica de Psicologia Edouard Claparède from Fundação Helena Antipoff (FHA), an extension of the former Laboratório de Psicologia e Pesquisas Educacionais, exemplarily illustrates this option. Talking about a gradual process of transformation that culminated, in

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the end, a transformation of the initial configuration (from laboratory to clinic), the institution established as a principle the maintenance of the values espoused by its founder. This paper aims; therefore, provide a historical narrative about this institution, taking as guiding its creation as a laboratory for research in the field of educational psychology in the last century.

Method The historiography of psychology, understood as a way to address the "development of human consciousness on the extraordinary richness and diversity of concrete experience" (Campos, 1998: 19), was the main method of work.

To retrieve and organize the history of the Clinic, document analysis was performed based on primary sources collect in two collections: the Memorial Helena Antipoff, located in Fundação Helena Antipoff (Helena Antipoff Foundation/FHA), Ibirité city/ MG, and Sala Helena Antipoff located at the Federal University of Minas Gerais (Universidade Federal de Minas Gerais/UFMG). In this room there is part of restored and preserved sample of the Russian psychologist and educator, as well as other collections in the history of psychology. To complement the data collected, were conducted semi-structured interviews with a psychologist from the institution. The psychologist interviewed Maria José Carneiro worked in the context studied since the beginning of its transformation of the Clinic in Laboratory; she has built during The Fazenda Do RosÁRio´S Laboratory: Theory And Practice To Serve The Community The history of the Clínica de Psicologia Edouard Claparède has its origin in 1995, when Helena Antipoff founded in Fazenda do Rosário, which is located in Ibirité city/ Minas Gerais, the Laboratório de Psicologia e Pesquisas Educacionais Edouard Claparède.

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Combining theory and practice in the service of social projects that could contribute to the improvement of living conditions of the local population, was one of the main goals of Helena Antipoff when she decided to build the laboratory. She wanted “to improve the life surrounding us”, considering that “only the study is worth little”, since “more someone studies, only studying, more the contact with the reality is lost” (Guerra, 1981) Following a similar approach to other psychology laboratories that were pioneers in Brazil, and checking the research as important procedure to a good practice (Gomes, 1996) The Laboratório Claparèpe , in parallel to researches and studies developed there, was also establishing as a Center for psychological and pedagogical services of quality. The communities, which could be rurals or urban areas, had at hand a wide variety of services in areas of educational and clinical psychology. As Carneiro (1980) bounces, this perspective agreed with the desire of her founder, since “as Helena wanted, her laboratory provides assistance to everyone who looks for it” (FHA, 1980:49).

Several important works may be highlighted in the Laboratory trajectory, one of them is Teste Minhas Mãos (My Hands Test).

This project had its elaboration started in another laboratory founded by Antipoff in Belo Horizonte city, capital of Minas Gerais State (the Laboratório de Psicologia da Escola de Aperfeiçoamento Pedagógico). But it was in Laboratório da Fazenda that the improvement works and the conclusion of Teste MM happened, as it was known (Pinheiro, 1980; Antipoff, 1970/1992). The MM Project allowed this fact. Large research, which aimed to standardize the test pointing its use in a more amplified way according to fields of psychology, worked with a sample of eight thousand tests from the laboratory that were developed in three stages during 1973 to 1974. First of all, from January to April 1973, the sample was studied prioritizing the aspects related to verbal fluency and to the conduct according to the stimulus. In the second stage, which occurred from May 1973 to May 1974, the focuses were structure aspects. In the third stage, which occurred from June to December 1974, studies of the applicability of the evidence were developed. The second and third stage based on in a little sample that was composed by 2 thousand and five hundred examined, which were selected from the total sample. It is important to emphasize the larger sample, composed by eight thousand essays that were extensively studied. From

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this sample, some variables that Antipoff believed were important, such as age, sex, marital status, schooling, and occupation, were isolated.

Researchers such as Lourenço Filho (1970/1992), evidenced the versatility of the Teste MM that in addition to having quick, easy, and economic implementation, it could also be used in most of the contexts or circumstances that demanded information about psychology profiles. Lourenço Filho (1970/1992) bounces the relevancy of this test, drawing attention to the fact that it is a genuinely Brazilian evidence, developed from observations and data collected in our reality.

One of the Antipoff’s determinations was get to know deeply her reality. This statement can be proved based on the creation of another test, the Limiar/72.

The Teste Limiar was also created in the Laboratório da Escola de Aperfeiçoamento in 1934 and 1935. It aimed to analyze the maturity conditions for learning school and mental level of schoolchildren.

In Laboratório Claparède, Antipoff following up the studies of this evidence realized students’ specificity from that place– at that time, it was still a rural area – and she decided to reformulate and adapt it to be applied to students from rural schools. This reformulation occurred in 1972 and it was an action of great importance.

According to Pinheiro (1980a:44), this individual application test is a tool “simple, quick, economic, and it allows an accurate evaluation of the maturity conditions for learning school, and also, an evaluation of the mental level”. Carneiro (2007) also emphasizes the Limiar/72 qualities, used often to complement and authenticate results gotten in the ABC test, proposed

by Lourenço Filho.

Another important activity developed by the laboratory was the idealization of Ficha de Desenvolvimento Mental da Criança (Childs´ Mental Development Record). Antipoff has known the limitations of the tests, and according to her, the knowledge obtained was almost zero (Antipoff, 1930/1992). She added that “the more productive method in psychology field” (Antipoff, 1930/1992: 61) was the systematic and methodical observation, and getting to know the child was a necessity before to propose any intervention strategy. In this way, in 1950’s after countless observations of children in clinics and schools, summing up to observations developed by other authors (such as Binet, Stern, 121

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Piaget, Gesell and others), Antipoff realized that she had a large collection of facts, which were organized in chronological order. From these data, she wanted to create a tool that could enable the recording of facts of children’s daily life, and at the same time, she wanted comparing these data focusing in to detect some irregularity in the child development.

Aiming to be used by parents, doctors, and educators, the Ficha was one kind of chart that could be used to observe and take notes of data regarding child development, from the birth until the age of about six/seven years. These data were combined in five large groups: moving, and forming habits; senses and perceptions; Memory and knowledge; language and social behavior. For each groups there was a list of facts related to child development. Antipoff alerted to the fact that the Ficha does not intend to end all the child manifestation. It was a tool in developing.

When she proposed that tool, Antipoff emphasized that “it is oblivious that cultural, economic, and social issues reflect a lot in the child development” (Antipoff, [?]/1981: 2) and she also accentuated her interesting to the national collective issues.

At the peak of the operation of the laboratory, the rural education was the "culminating point of the thoughts of the rulers" and also “permanent concern” of Antipoff (Alkmim, 1980: 47). The Curso Intensivo de Psicologia Experimental (Comparative Psychology of learning and Application to Education), ministered by the swiss psychologist André Louis Rey (1906-1965) in 1956, was one of the highlight actions. The course syllabus directed the psychology contents intending to select teachers to work in the rural professorship and to the learning of psychology. Ministered in laboratory for three months in full-time, the course was very important to professionalize psychologists from Minas Gerais, since it was organized as a specialization, “the course contributed to the first generation of psychologists legally recognized from 1962 in Brazil” (Campos, 2001:322).

The laboratory contributed effectively regarding to the selective process to the rural professorship. The candidates that intended to be selected to participate in the training in Fazenda, experienced to rigorous and innovative selection protocols, example of the sociometric experience conducted by Antipoff and her staff in Laboratório da Fazenda (Antipoff & Cunha, 1959 [?]/1992). With four years duration on a boarding regime, the candidates only could be selected if they show themselves able to perform social tasks that were

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required by the occupation.

The psychological “mutirões“ or “traineeships”, which were developed in the Laboratory and aimed to enable teachers that taught psychology disciplines in normal courses, worth quoting. These events occurred in months vacations and offered to teachers the opportunity to know and live with the intern dynamics from the psychology Laboratory.

The second Psychology Mutirão, for example, happened in June 15 to June 25 in 1959 in Fazenda, and its theme was the selection of candidates to rural professorship.

Subjects related to problems encountered in this kind of selection were debated and a close attention was gave to studies of methods and techniques appropriated to this activity, since the Laboratory already had a large acknowledge related to psychological evaluation.

With extensive programming, the following activities can be highlighted: presentation of results related to vocational tests of André Rey for primary teaching, assessment questionnaires about rural teacher and his school; presentation to the project of granjinhas schools.

We can notice through services from the laboratory the Antipoff’s imprint. She always looked for subsidy to her actions in favor of the community. This statement can be evidenced by Campos (2003) when she said “in each stage of her way, Helena Antipoff matched scientific reason and sensibility in an objective, practical, and social and human reaching”(Campos, 2003:228). Antipoff was the director from the laboratory until her death, in 1974.

Other Times, Same Values, Ideas And Ideals The data collected showed that, despite to begin a new era in institutional history, the plans, beliefs, and ideals of the founder remained alive. The intense pace of work continued, with research activities going on simultaneously with the service to demands of the community (FHA, 1976).

In 1978, the Laboratory was renamed Division of Psychology Edouard Claparède (Divião de Psicologia Edouard Claparède). The Division worked with the diagnosis, treatment (psychomotor, play therapy, psychotherapy, and counseling of parents), and the attendance of patient from the community.

In education area, evaluations and care in learning disabilities, reading, writing, memory, and other were still happening. Features such as psych educational

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rehabilitation, psychological support to teachers, assessment and treatment to special classes, vocational and professional guidance, were permanently available to the community and institutions that may need visits of this nature. Some activities related to organizational psychology were also performed, even on a small scale: recruitment and selection of people, human resource training, and performance evaluation.

Another important goal of the Division was to continue becoming an area of offering internships to students of psychology (FHA, 1978).

In this moment, there was an evident concern in following the trail drawn earlier by Antipoff. The activity report from 1978 confirms that orientation.

The Division splitting functions as psychology laboratory that works in several areas, and serves the community. It executes programs in school and clinical areas, always developing researches that can to motivate and to enrich the work of education, it also developing works in rural areas, and contributing to development of children with learning difficulties (FHA, 1978).

Despite the administrative changes, remained the attempt to keep the purposes that guided the work begun by Antipoff. In this perspective, investigations initiated by Antipoff are still in progress, focused to the ones related to tools created by herself, as the MM Test (Teste MM), Limiar/72 Test, and the Ficha de Desenvolvimento Mental.

In 1978, it was developed a study of thematic analysis of the Teste MM and initiated the research about the “rural school”, aiming to portray in a psychopedagogy point of view, the student from the rural area. Other two investigations were worked in this year: one of them about the rural professor, and the other one about the philosophy of the rural man.

In 1979, the Division created the Boletim Claparède (a kind of newsletter), aiming to divulge the developed work. The Boletim was sponsored by the Foundation and destinated for psychologists and faculty advisers (FHA, 1979, 1980).

Despite the desire in keeping alive the “researcher spirit that Helena was gifted” (Carneiro, 1980:49), in the early years of the 1980s, another approach of work developed in Divisão took shape. Reflecting the moment experienced by the brazilian psychology (Gomes, 1996), the approach became more clinical. In this time, we can notice a significant decline in the number of researches developed, and it was

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intensified the activities linked to the clinical perspective in educational psychology (Carneiro, 1980; FHA, 1980, 1983, 1985).

At this time, the ex-laboratory was already known as Clínica Claparède. In the activities developed is prioritized the psychodiagnosis, aiming to subsidize the action from schools, teachers, school principal, and technical (Carneiro, 1980: FHA, 1980, 1983, 1985).

Nevertheless, the antipoffiano thinking continued subsidizing the work of the clinic, as example the Projeto para um Trabalho de Ação comuntária – Protac (a community work project) of 1985, that intended to integrate in an effective way, the Clinic in the life of the community. Considering the demands from that context, the proposal took part and worked with several groups from the community, helping them to make a critical and reflexive analysis of their necessities in seeking new path to their lives (FHA, 1985).

However the more expressive example that the ideas and ideals antipoffinianos were still alive is the Projeto Sala de Recursos, created in 1980, when a contradiction was realized by the psychology staff from the Clinic (Carneiro, 2006). Sala de Recurso was a pedagogic environment, guided by a specialist teacher, who supplements (in the case of gifted students) and adds (to the other students) the educational service performed in ordinary classes of mainstream education.

In that moment, many children - preliminary considered specials- were lead to the schools for psychology evaluation. When the children were lead, the intention was to take away them from the common classes and lead them to specialized school based on in the evaluation done by the Clinic. Beyond to be labeled as special, they also were characterized principally by school failure, having to repeat school, and by indiscipline - "(...) The majority of them were class out ... children, 8, 9 years ... or 10 years in first grade ... " (Carneiro, 2006:1).

In the psychology evaluation, it was detected that these children was not necessarily specials. The proposal was focused on fight against to the stigmatization of these children, and everything was done to reinsert them into their school of origin, since in this atmosphere they would continue in their school lives in conditions of equality with other children, which are considerate normal ones (Carneiro, 2000).

The work, which was known to be an action

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integrated and inclusive, focused on the learning - or the non-learning - in a wider, overarching, and social contextualized perspective (FHA, 1989/1991). Child, school, and family have formed a composite to be working in integrated and dissociated manner: “the first thing that we used to do was a circle: child, family, school, and community, we worked in this context… so we worked the child here, in this circle” (Carneiro, 2006:1).

The clinic aimed to include these students in the school and also in the society. This value was taken seriously not only by Antipoff, but for all the followed her.

Aiming to get know the child, the attendance have started with a selective anamnesis that would later subsidize the intervention to be develop. The idea antipoffiana that “the human activity did not be structure in model of a machine” therefore the human being had its specifies that would reveal themselves “according to the environment”, was the background that guided the psychologists, and did not allow them amaze themselves solely by the results obtained in children tests (Antipoff, 1930/1992: 61). The thinking on the importance of the tests is expressed by Carneiro (2006: 4) when she affirms that “Helena always said ‘ not everything that a test reveals is true’”.

After this stage, in groups, the children started their relationship in Sala de Recurso. They also frequented, at the same time, sessions of pedagogical re-education, and Oficinas Pedagógicas. The Oficinas Pedagógicas Caio Martins, created by Antipoff in 1955, remain in operation until today. Having as motto the Antipoff's thinking on "learning by doing, educate through labor" and are designed to provide an additional educational assistance to children and adolescents in Ibirité, irrespective socio-economic, although the majority belongs to the group of low income. Many of them add to the picture of lackness, affective disorders (mild or severe emotional) and mild neurological disorders. The routing is done by Claparede Clinic.

During this attendance, they focused in the area of greatest need of the student - sensor, motor, educational or social” (Carneiro, 2000:40). The body scheme was worked - therefore the student could understand it as a driving vehicle of the environment, its possibilities, knowledge, and use of laterality (right and left)” (Carneiro, 2000: 40) - the space-time orientation, and motor coordination. The interpersonal relationship was one of the goals of intervention, focused on relationship in work groups (with other

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children), in the school, and community. At the same time, the affective issue was not forgotten, since the professionals in the clinic knew the implication of this dimension in child development, and in the construction of knowledge: “Affection is closely linked to the intellectual; the Sala de Recursos could not forget it” (Carneiro, 2000:28).

In parallel to sessions in the clinic every two weeks, psychologists visited the schools, aiming to guide teachers in dealing with students and to bring these institutions. The students' families also received assistance and guidance and there was interest of become aware in such matters as, for example, "how the child were related in the family, how was his behavior in the community and what the family knew about their academic performance" (Carneiro, 2000: 46). In some cases, believing in the need for further clarification on the child and his life in general was developed pedagogical evaluation, interviews with parents and relatives and other necessary procedures.

School failure was considered in an integrated and inclusive, having as main objective the inclusion of school children deemed to be specia.

The issues presented in these quotations do not concern only the thought of a psychologist who made history at the Clinic, but talk about a collection of ideas appropriate for the entire institution. Ideas not merely constituted by concepts and ideas, but ideas put into practice, operationalized.

Currently, the Clinica works on the basis of agreement established with the Municipal Government of Ibirité city. Under that agreement, there is the Clinic's commitment to providing clinical and educational care to all the poor people of the region. On the other hand, the city offers some professionals (psychologist, speech therapist, doctor) to assist in the activities.

Thus the service was devoted mostly to issues relating to mental health. In this context, services are offered in psychodiagnostic, brief psychotherapy and group, play therapy, parent guidance, assessment and orientation in speech therapy and psychiatric and therapy care. The attendance of school complaint, with the work being developed in partnership with the Pedagogical Workshops, which deal with the teaching itself, remain.

Even in these most recent institutional arrangements, the innovating conclusions left by Antipoff remain helping the psychologists from the Clinical to develop work connected with the demands of his time, as the

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story of Toussaint et. all show (2008). An era that requires of professional psychology a refined look to realize the existence of various social and cultural contexts, generating different realities experienced by different people as well.

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Antipoff. Psicologia Experimental, vol. 1. Org. pelo Centro de Documentação e Pesquisa Helena Antipoff (CDPHA). Belo Horizonte, Imprensa Oficial, (1992): 5964.

Antipoff, Helena and Cunha, Zenita G.

Final Remarks

sociométrica [1959(?)]. In:

Clínica Claparède is a symbol of the work of Helena Antipoff, and it is only one of her many accomplishments in Brazil. It revealed a context, at the same time, singular and plural of psychology history.

In the treatment with the special children, for example, the work entailed a set of activities aimed to include these children in schools. Given the historical moment experienced by Brazilian psychology (Souza Patto, 1984, 1991), one can say that this paper, based on dialogue with the propositions antipoffianas anticipated at the time to focus on a social and cultural development of psychological processes.

Consistent with the principles of Antipoff, the study of the institution revealed a trajectory that kept itself away from the pure theory, which theory and practice dialogued in favor of proposals for social nature, revealing the legacy of trust in the transformative power of science shown by the founder in all her life.

Experiência

Centro de documentação e

Pesquisa Helena Antipoff (CDPHA). Antipoff, Helena.

Coletânea das obras escritas de Helena Antipoff.

Psicologia Experimental, vol. 1. Org. pelo Centro de Documentação e Pesquisa Helena Antipoff (CDPHA).

Belo Horizonte, Imprensa Oficial, (1992): 291-313.

Campos, Regina Helena F (2001). Dicionário Biográfico da Psicologia no Brasil. Coleção Pioneiros. Rio de Janeiro, Imago , Brasília, CFP Campos, Regina Helena F (2003) Helena Antipoff: razão e sensibilidade na psicologia e na educação. São paulo: Estudos Avançados, 17 (49).

Campos, Regina Helena F. Introdução à Historiografia da Psicologia. In: Brozek, Josef. e Massimi, M.(Orgs).

Historiografia da Psicologia Moderna: versão brasileira.

São Paulo, Loyola, 1998.

Carneiro, Maria J. (1980) Aqui se trabalha com amor. Boletim Claparède n° 03. Fazenda do Rosário, Ibirité/MG:

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Rita de Cássia. Vieira PhD in Education from Federal University of Minas Gerais (2008) and Master in Psychology from the same University (2002). Psychologist, she currently works as a Professor in Federal University of the Jequitinhonha and Mucuri Valleys, Brasil.