Processos de constituição da criança com deficiência intelectual na educação infantil

• Autor(a) principal: Alcântara, Juliana Nascimento de
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/11927
• topic: Educação especial; Educação inclusiva; Incapacidade intelectual; Psicanálise e educação; Educação infantil; Constituição do sujeito; Deficiência intelectual; Educação infantil; Inclusão escolar; Constitution of the subject; Intellectual disability; Psychoanalysis; Child education; School inclusion; CIENCIAS HUMANAS::EDUCACAO

This work analyzes the process of subjective constitution of the child with intellectual disability in the teaching of children. It is based on the dialogue with the psychoanalytic precepts circumscribed in Freudo-Lacanian scope and special education in the perspective of inclusive education. To think about the place of the disabled child in school is an emergency, considering the difficulties encountered in conceiving an ethics of the subject, to take it as a being of language, hopelessly unfinished. Diagnostic labels grow as sick attempts to buffer the fault. It is understood that the diagnoses received during childhood can empty the subject, because they interweave the generic history of the category to which they belong. In the case of a child called intellectual deficient, there is a connection to the "not learning" symptom. The stigma of intellectual deficit pushes educators away from the assumption of a subject. To assume a subject is to conceive that this child is capable of desire. This no assumption could condemn the child to a status of object. From the perspective of Psychoanalysis, the subject of the unconscious is based on the phantasmatic parental and the school enters this game through the insertion in the culture. For this, the path of this work was to discuss intellectual deficiency by different epistemological models, with emphasis on Lacan, which discusses the process of human constitution. Methodologically the bases were the assumptions of the case study allied to the intervention research, using the technique of analysis of the qualitative data of the Discursive Textual Analysis (DTA). Field research took place during the period from May 2017 to August 2018 at a regular public school in the municipality of Aracaju-Sergipe, accompanying a five-year-old child in early childhood education. The resources used were observation, open and semi-structured interviews, classroom intervention and other spaces with students and moments of dialogue with the teacher. The dialogue between theoretical questions and empirical data made it possible to analyze the effects of school practices and discourses on the constitution of the child with intellectual disability, from the peer relationship to the teacher-student transference relationship. After the analyzes the following notes can be made: there is a centrality of the desire for the transferential wire as a mover of the pedagogical act; the desire is fundamental in the proposition of a symbolic space articulated to the real and the imaginary; desiring the Other's desire implies the emergence of a space for the construction of learning; the structuring of the uniqueness of the child with intellectual disability can only occur from the assumption of a subject beyond the established diagnosis, understanding the impossibility of transmission without failure, due to the need to establish the castration complex. It is concluded that the primordial parental inscriptions can be reedited in the school by the bond of the transference that takes place when the student's desire to know is linked to the person of the teacher, having in the castration not an Oedipal operation, but before that, an operation of inscription in language.