A dor que dói na escola: psicanálise e educação no século XXI

• Autor(a) principal: Barros, Marina Sodré Mendes
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14558
• topic: Psychoanalysis; Education; Malaise; Discourse of the science; Discourse of the capitalist; Other not-all; Psicanálise; Educação; Mal-estar; Discurso da ciência; Discurso do capitalista; Outro nãotodo; O Contemporâneo; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

This research was originated when inserting a psychologist who is in her psychoanalytic training in county schools in the city of Rio de Janeiro. Our starting point is the spread out of the Deficit of Attention and Hyperactivity Disorder diagnoses in children at school and Burnout in teachers. The recognition that such diagnoses are are well known concepts today connected to name the pain that hurts the school allows us to question ourselves about the changes in the field of culture nowadays and their impact on educational work in school. To build up an analysis on the malaise at school in our time, we use the psychoanalysis as an essential instrument. Our investigation begins in Freud and their various concepts of education, since the notion of civilized sexual morality to the acceptance of education as a necessary and impossible task, taking the education as the cause of the malaise. As a sequence we approach the interpretation of Freud made by Lacan from the theory of discourses followed by the education as a social bond. We ascertain how Lacan advances to distinguish the discourse of the master as input speech in language, from which other discourses are possible. The discourse of the master writes the permanent operation throughout civilization, without this indicate the immutability of the Other. When asking ourselves about the delimitation of the Other in our time, we recognize the importance of the discourse of the science and of the capitalist as well as the Other not-all. With these reading keys, we wonder about the place of children in today's culture and on the master signifiers of current public policies for education, approaching the malaise at school. Supported by these tools, we end up in inquiring about the practice of psychoanalysis in schools, revealing that from the (re) invention of psychoanalysis, there is at school a possible place for the psychoanalyst