Made available in DSpace on 2016-04-29T13:31:18Z (GMT). No. of bitstreams: 1 Sergio Eduardo Lima Prudente.pdf: 2138844 bytes, checksum: 9f850eb2fb73448497b7bfa5f6a33850 (MD5) Previous issue date: 2015-05-25 / Fundação de Amparo a Pesquisa do Estado de São Paulo / This research proposes to present a study about shame from the point of view of lacanian psychoanalysis. As a starting point and guiding principle, we take as a reference the observation that shame is ( ) the hole from which the master signifier arises , given in 1970 by Lacan, in his seminar The Other Side of Psychoanalysis. This election puts before us two perspectives, explored in this present investigation: 1) the construction of a conceptual elaboration concerning shame and its relation to the notions of hole, crack, castration and repetition, that allows us to develop a structural point of shame in the subject; 2) considering the historical contingency in which Lacan stated his observation about shame mentioned above, that is, the moment when he was addressing direct criticisms against the students and the production of science for the market, we situate the structural element of shame in relation to the status of the subjectivity engendered under capitalism, that is, a subjectivity oriented for the obliteration of references, traces, singularity, that promotes a degeneration of the master signifier. This second perspective allowed us to enter the political/clinical/ethical aspect of shame, grounded in the passages of Lacan's work where shame was proposed as a fundamental element for the clinic and for the direction of the cure. The sprouting of shame was also proposed as a political/clinical counter-experience for the subject, considering that the discourse of the analyst is the one which can face the discourse of the capitalist, precisely because it can recover the singular experience of jouissance and its singular trace / Esta tese pretende apresentar um estudo sobre a vergonha do ponto de vista da psicanálise de orientação lacaniana. Como ponto de partida e fio condutor para a pesquisa, tomamos como referência a observação de que a vergonha é o buraco onde brota o significante-mestre, proferida em 1970, por Lacan, em seu seminário O Avesso da Psicanálise. Esta escolha nos coloca diante de duas perspectivas que atravessamos nesta tese: 1) a construção de uma elaboração conceitual sobre a vergonha e sua relação com a noção de buraco, furo, falha, castração e repetição, que nos possibilita elaborarmos um ponto estrutural da vergonha no sujeito; 2) levando-se em conta a contingência histórica em que Lacan fez a observação acima, ou seja, momento em que fazia uma crítica direta aos estudantes e à produção da ciência no mercado, situamos o elemento estrutural da vergonha em relação a uma subjetividade do sujeito no capitalismo, ou seja, uma subjetividade voltada para o apagamento das referências, dos traços, da singularidade, que engendra uma degenerescência do significante-mestre. Esta segunda perspectiva nos permitiu avançar no aspecto clínico/político/ético da vergonha tomando como fundamento os momentos em que ela foi proposta como elemento fundamental na clínica e na direção da cura. Aliado a isto, a vergonha foi apresentada como contraexperiência político/clínica para o sujeito, levando-se em conta o discurso do analista como o que pode fazer frente ao discurso do capitalista, justamente por recuperar a experiência singular de gozo e seu traço singular

Com o objetivo de analisar a circulação do \'significante adolescência\' no discurso pedagógico, bem como os efeitos provocados por ela na prática pedagógica e educacional, essa pesquisa foi realizada em duas etapas complementares. Primeiramente, por meio da \'desconstrução\' do conceito atual de adolescência, buscamos identificar - historicamente - a produção e o estabelecimento do conceito de adolescência, como resultado dos \'saberes\' médicos e psicológicos do final do século XIX e começo do século XX, e da apropriação desses fundamentos \'científicos\' pelo imaginário social. Para isso, embasamo-nos em estudos de teóricos que possibilitaram pensar a história do \'conceito\' de adolescência em termos de continuidade e descontinuidade, como por exemplo, E. Hobsbawn, P. Ariès, G.Levi & J.C. Schmitt e outros. E, na segunda etapa, por meio de dois instrumentos de pesquisa, buscamos identificar, no discurso pedagógico, a circulação do \'significante adolescência\' e os efeitos provocados pela movimentação desse significante na prática pedagógica. Um método foi a análise de entrevistas semi-estruturadas realizadas com professores de adolescentes, e o outro, a categorização e análise de textos das revistas Nova Escola e Educação (período de janeiro de 2000 a junho de 2006) que abordam o tema adolescência. Para analisar os dados, recorremos à teoria psicanalítica, pois tal teoria possibilita pensar sobre a educação para além da Pedagogia, sobre a especificidade da relação educativa e sobre o encadeamento significante. Tratamos desse assunto em torno do eixo teórico da conexão entre Psicanálise e Educação. Nesse sentido, embasamos essa análise nos estudos de autores como S. Freud, J. Lacan, B. Fink, S. Lesourd, M. Mannoni, L. Lajonquière, M.C. Kupfer, M.C.C.C. Souza, entre outros. A partir disso, observamos que a circulação do significante adolescência, no discurso pedagógico, se dá a partir de uma \'lamentação\' sistemática sobre a \"impossibilidade\" para a educação dos adolescentes, submetendo os professores a certa \'desorientação\', o que provoca a busca por mais conhecimento sobre a \'adolescência\'. Nessa busca, os professores, comumente, encontram \'explicações\' sobre o que é a adolescência e \'prescrições\' para sua educação, oriundas, normalmente, do campo da Psicologia, e que alimentam o conceito de adolescência no imaginário pedagógico. Nesse sentido, concluímos que a impossibilidade para a educação dos adolescentes está relacionada a movimentação do significante no discurso pedagógico, pois \'demite-se do ato educativo\' em nome de um \'conceito de adolescência\' que faz surgir técnicas específicas para a educação dos adolescentes. / Aiming to analyse the circulation of the \'signifier adolescence\' in the pedagogical discourse, as well as its effects in the educational and pedagogical practice, this research was accomplished in two complementary stages. First, by the \'deconstruction\' of the present concept of adolescence, we tried to identify - historically - the production and the establishment of the concept of adolescence, as a result of the medical and psychological \'learnings\' of the late 19th C and the early 20th C, and the appropriation of this scientific basis by the social imaginary. In order to do that, the paper was based on the studies of theoreticians who enabled us to think about the history of the \'concept\' of adolescence in terms of continuity and discontinuity, for instance, E. Hobsbawn, P. Áries, G. Levi & J.C. Schmitt and others. In the second stage, by means of two research tools, we tried to identify the circulation of the \'signifier adolescence\' in the pedagogical discourse and the effects caused by the movement of the term in the pedagogical practice. One method was the analysis of semi-structured interviews realized with the teachers of adolescents, and the other was the categorization and analysis of texts from the magazines \"Nova Escola\" and \"Educação\" (from January / 2000 to June / 2006), which approached the adolescence issue. To analyse the data, the psychoanalytical theory was searched, since it makes us think about education beyond the realms of pedagogy, about the specificity of the educational relation and the meaningful linkage. This issue was dealt around the theoretical axis between Psychoanalysis and Education. Thus, This analysis was supported by the studies of authors such as S. Freud, J. Lacan, B. Fink, S. Lesourd, M. Mannoni, L. Lajonquière, M.C. Kupfer, M.C.C.C. Souza, among others. From this point, it was observed that the circulation of the \'signifier adolescence\' in the pedagogical discourse happens from a systematic lamentation about the impossibility of educating adolescents, submitting teachers to some \'disorientation\', which causes the search for more knowledge about \'adolescence\'. In this quest, teachers usually find \'explanations\' about what adolescence is and \'precepts\' for its education, normally coming from the field of Psychology, and which contibutes to the concept of adolescence in the pedagogical imaginary. Thus, it may be concluded that the impossibility of educating adolescents is related to the movement of the signifier in the pedagogical discourse, since the educational act is dismissed in the name of a \'concept of adolescence\' which generates specific approaches for the education of adolescents.

As experiências de tratamento no campo da saúde mental infantil com crianças com distúrbios graves, atualmente existentes no país, carecem de avaliações mais precisas de seus modelos clínicos e institucionais para examinar sua efetividade e propiciar a indicação de parâmetros mais detalhados para as exigências desse campo. Esta pesquisa se desenvolveu a partir do trabalho de supervisão dos atendimentos de crianças com distúrbios graves, orientados pela psicanálise Freud-lacaniana, desenvolvido em uma clínica-escola de uma Universidade particular de Psicologia da Bahia. Adotou-se como estratégia clínica a inclusão da escuta a pais e crianças, em sessões separadas, pelo mesmo estagiário de psicologia. A questão central desta pesquisa é apontar que esse dispositivo pode ser implementado e desenvolvido na clínica-escola com esses estagiários. Foram apresentados e discutidos fragmentos de um atendimento clínico, selecionados em função de terem sido os desencadeadores das principais observações e questões clínico-teóricas abordadas. Analisa-se que uma intervenção na loucura a dois que se instala na relação mãe e criança deve ser feita e tem a eficácia de permitir que o traço nomeador da criança se escreva ou acabe de ser escrito. Dessa forma, a separação é o processo visado nessa proposição de trabalho que busca desalojar a criança do lugar de objeto incluído no Outro, e do qual ela condensa o gozo, fazendo surgir um sujeito. Acentua-se que é o trabalho com o significante que permite a quebra da repetição, possibilitando ao sujeito, em uma nova temporalidade, se posicionar ante os significantes que o marcaram. A pesquisa revela sua relevância científica e social, na medida em que indica ser possível a implementação do dispositivo psicanalítico proposto numa clínica-escola de Psicologia, o que aumenta os espaços de atendimento de crianças com distúrbios graves no campo da saúde mental / Current treatment experiences in the field of children\'s mental health for children with severe disorders, in our country, lack of more accurate evaluations of clinical and institutional models to be able to examine their effectiveness and to provide an indication for more detailed parameters for the requirements in this field. This research was developed from clinical supervision of the work with children with severe disorders based on Freud-lacanians psychoanalyses implemented in a psychology school-clinic of a private university at Bahia. We adopted as a clinical strategy the inclusion of psychoanalytic listening to parents and their children, in separate sessions by the same psychology intern. The central contention of this research is that this therapeutic device can be implemented and developed in school-clinic with this interns. Fragments of sessions from a clinic consultation were presented and discussed. These fragments were selected because they trigged the main observations of the clinical and theoretical issues addressed. Our analysis found that an intervention in the shared psychotic disorder in the relationship of mother and child should be made and this is effective in allowing the nominator trace of the child to be written or the writing to be finished. These separation is the main objective of this proposed process, that seeks to change the child from being an object included in another person, in whom she condenses all her jouissance, to a subject in and of itself. We stress that working with the signifier allows them to break the repetition circle, enabling the subjects, in a new temporality, to position themselves before the signifier who has marked them. This research reveals its scientific and social relevance as it indicates that is possible to implement psychoanalytic treatment device in a psychology clinical-school which increases the attendance spaces for children with severe disorders

Identificar e analisar as demandas de tipo curricular articuladas no discurso do movimento social denominado como Revolução Pinguina, o que luta por uma educação de qualidade, gratuita e equitativa para os chilenos. Utilizo como referencial teórico, com registro pos-estrutural, a teoria do currículo desenvolvida por Alice Casimiro Lopes e Elizabeth Macedo a partir de uma abordagem discursiva e, a teoria do discurso desenvolvida por Ernesto Laclau em parceria com Chantal Mouffe. Entendo que essas demandas se inserem dentro dum conjunto mais amplo de demandas diferenciais que tem por antagonismo o projeto neoliberal do governo, representado pela concertación de partidos por la democracia. Dessa forma existem duas cadeias discursivas, por um lado o discurso dos estudantes, por outro, o discurso do governo, ambos tentam fixar determinados sentidos para o que representa qualidade da educação, desenvolvendo una guerra de representações. Defendo que por essa amplitude da cadeia discursiva a partir da incorporação de novas demandas representativas de diferentes atores sociais, também há um esvaziamento das bandeiras de luta, mas também uma maior força do movimento. Nesse sentido o significante qualidade da educação se transformou num significante vazio que se desprendeu de seus conteúdos concretos e precisos para poder representar provisoriamente a totalidade que a excede, ou seja, deixou de representar apenas um grupo especifico para representar a totalidade do movimento social. Assim, a luta política do movimento estudantil chileno pela educação de qualidade, tem colocado no centro do debate nacional diversas temáticas vinculadas com educação, mobilizando periodicamente á sociedade e conseguindo importantes transformações dentro da estrutura do sistema educativo nacional, significada pelo discurso estudantil como um sistema em crise. / Identify and analyze the articulate curricular demands in the discourse of the social movement known as Penguin Revolution, who struggles in order to achieve a free, egalitarian and quality education for the Chileans. Based on the curricular theory developed by A.Lopes and B.Macedo, and the theory of the discourse developed by Ernesto Laclau in society with Chantal Mouffe. Understanding that these demands are inserted within a broader group of distinguishing demands whose antagonists are the governments neoliberal project, represented by the Concertación de partidos por la democracia. In this way, there are two discursive chain: on one hand, the discourse of the students, on the other hand the discourse of the Chilean government. They both try to establish their own meaning for quality in education, developing a war of representations. I sustain that the broadening of the discourse chain, due to the incorporation of the new demands representing different social actors, has allowed strengthening the movement of the Penguin Revolution, which has permitted the articulation of a chain of equivalences between the demands which has led this discourse to remain hegemonic through time. Precisely thanks to the constant addition of new social demands. In this sense the signifier quality of the education has turned into a empty signifier, unable to represent temporarily the totality of the social movement. This is, the totality of the demands registered in the articulatory chain. In this way, the political struggle of the Chilean student movement for a quality education has put on the national debate the issue of the education, periodically setting in motion the society, and achieving important transformations within the structure of the national education system

This thesis examines Beethoven’s Op. 28 Pastoral Sonata as a musical work that is dominated by the pastoral topic, and, through its use of this topic, refers to certain ideals of the Enlightenment. The first chapter presents an overview of the sonata and its relative neglect by modern musicologists, followed by a brief history of the pastoral topic in music and literature. The second chapter examines, and provides examples of, the pastoral signifiers that occur in the Op. 28 sonata: drone bass, compound meter, subdominant emphasis, simple harmonies, lyrical melodies and the weathered storm. The third chapter summarizes aspects of the Enlightenment that influenced Beethoven, and his use of the pastoral topic to communicate these ideals. The primary arguments put forward are: the Op. 28 Sonata demonstrates aspects of reconciliation between the urban and the rural as a metaphor for the reconciliation between man and God; Beethoven uses dance as symbol of both pastoral and of fraternity in the sonata; and the Enlightenment concept of interconnectedness between all things is reflected in the musical motives and structure of the composition. The thesis concludes by suggesting that the sonata’s message may have been obscured over time because of changes in Beethoven reception history, the gendering of his repertoire, and the shifting perception of what nature signifies as the Romantic Era developed. / Graduate

Identificar e analisar as demandas de tipo curricular articuladas no discurso do movimento social denominado como Revolução Pinguina, o que luta por uma educação de qualidade, gratuita e equitativa para os chilenos. Utilizo como referencial teórico, com registro pos-estrutural, a teoria do currículo desenvolvida por Alice Casimiro Lopes e Elizabeth Macedo a partir de uma abordagem discursiva e, a teoria do discurso desenvolvida por Ernesto Laclau em parceria com Chantal Mouffe. Entendo que essas demandas se inserem dentro dum conjunto mais amplo de demandas diferenciais que tem por antagonismo o projeto neoliberal do governo, representado pela concertación de partidos por la democracia. Dessa forma existem duas cadeias discursivas, por um lado o discurso dos estudantes, por outro, o discurso do governo, ambos tentam fixar determinados sentidos para o que representa qualidade da educação, desenvolvendo una guerra de representações. Defendo que por essa amplitude da cadeia discursiva a partir da incorporação de novas demandas representativas de diferentes atores sociais, também há um esvaziamento das bandeiras de luta, mas também uma maior força do movimento. Nesse sentido o significante qualidade da educação se transformou num significante vazio que se desprendeu de seus conteúdos concretos e precisos para poder representar provisoriamente a totalidade que a excede, ou seja, deixou de representar apenas um grupo especifico para representar a totalidade do movimento social. Assim, a luta política do movimento estudantil chileno pela educação de qualidade, tem colocado no centro do debate nacional diversas temáticas vinculadas com educação, mobilizando periodicamente á sociedade e conseguindo importantes transformações dentro da estrutura do sistema educativo nacional, significada pelo discurso estudantil como um sistema em crise. / Identify and analyze the articulate curricular demands in the discourse of the social movement known as Penguin Revolution, who struggles in order to achieve a free, egalitarian and quality education for the Chileans. Based on the curricular theory developed by A.Lopes and B.Macedo, and the theory of the discourse developed by Ernesto Laclau in society with Chantal Mouffe. Understanding that these demands are inserted within a broader group of distinguishing demands whose antagonists are the governments neoliberal project, represented by the Concertación de partidos por la democracia. In this way, there are two discursive chain: on one hand, the discourse of the students, on the other hand the discourse of the Chilean government. They both try to establish their own meaning for quality in education, developing a war of representations. I sustain that the broadening of the discourse chain, due to the incorporation of the new demands representing different social actors, has allowed strengthening the movement of the Penguin Revolution, which has permitted the articulation of a chain of equivalences between the demands which has led this discourse to remain hegemonic through time. Precisely thanks to the constant addition of new social demands. In this sense the signifier quality of the education has turned into a empty signifier, unable to represent temporarily the totality of the social movement. This is, the totality of the demands registered in the articulatory chain. In this way, the political struggle of the Chilean student movement for a quality education has put on the national debate the issue of the education, periodically setting in motion the society, and achieving important transformations within the structure of the national education system

En examinant les points communs par les outils structuraliste, stylistique, sémiotique et thématique, la présente étude a pour but de trouver les points communs entre les deux modèles romanesques chinois et français : Le Rêve dans le pavillon rouge de Cao Xueqin et A La Recherche du temps perdu de Marcel Proust. La narration, le système des personnages et la temporalité sont similaires dans ces deux œuvres. Dans la Première Partie, nous allons montrer que ces deux œuvres adoptent, en effet, une forme circulaire, se refermant sur elle-même, analogique à la forme de la métaphore mais qui s’étend jusqu’à tout le texte, que nous appelons « la métaphorisation ». La métaphorisation, sur ces trois aspects, est le point de départ d’une nouvelle esthétique, propre, mais commune, à ces deux œuvres. Dans la Deuxième Partie, nous allons montrer que la formation d’un monde romanesque auto-référentiel dans l’intérieur des deux œuvres est rendu possible grâce à la métaphorisation, et les trois catégories des signes romanesques - le Signifiant, le Signifié et le Référent – ont la possibilité de puiser leur source uniquement à l’intérieur du roman. Nous allons également montrer le fantastique de la narration des deux œuvres, sous l’apparence réaliste des deux récits de « Marcel » et de « Jia Jade magique ». La création de nouvelles perspectives esthétiques, l’interrogation sur l’essentiel de la littérature, par la découverte de la forme métaphorisée de ces deux œuvres, constituent une partie importante de la présente thèse. En mettant en convergence ces deux œuvres par leur similarité, nous souhaitons apporter des découvertes intéressantes d’un point de vue comparatiste. / By examining the commonalities by structural, stylistic and semiotic tools, and by themes, this study aims to find the commonalities between the two Chinese and French novels: Dream of the Red Chamber by Cao Xueqin and Remembrance of Things Past by Marcel Proust. Based on our analysis in Part I, a specific form on three aspects - the narration, the system of characters and the temporality - is found to be common in both works. It is of a circular shape, closing in on itself, analogue to a metaphor but extends to all the text, which we call "the metaphorization." The metaphorization on these three aspects will be the center of a new aesthetic, proper but common to both works. In Part II, we will show that metaphorzation makes possible the formation of a self-referential world in the interior of the two works, and the three categories of signs inside a fiction - the Signifier, the Signified and the Referent - will have the opportunity to draw their source only in the interior of the novel. We are going to investigate into the fantastic that lies under the appearance of realism in the narration of the two stories of “Marcel” and “Jia Jade magique.” The metaphorization is not only an important part of our theory, it helps to discuss on the very essence of the literature in this present study. By converging these two novels by their similarity, we wish to make interesting discoveries from a comparative point of view.

Les verbes latins ESSE et STARE ont trouvé un prolongement dans toutes les langues romanes. Parmi celles-ci, l’espagnol présente une nette opposition entre ser et estar. Les rôles syntaxiques et sémantiques de ces verbes sont répartis de façon relativement homogène, sans cesser pour autant d’être l’un des sujets les plus étudiés de l’hispanisme. Les verbes italiens essere et stare font quant à eux l’objet d’une littérature lacunaire, probablement en raison du fait que le choix du sujet parlant n’y apparaît pas aussi contraint qu’en espagnol : ces deux verbes sont alors considérés comme pratiquement interchangeables. Faisant nôtre l’axiome de la motivation du signe linguistique, nous ne pouvons poser deux formes de langue comme strictement équivalentes. Ce travail se propose d’analyser les signifiants italiens essere et stare à la lumière de leurs homologues espagnols ser et estar. Nous y formulons le postulat selon lequel essere et ser véhiculent chacun les mêmes instructions mais que celles-ci se déploient différemment dans les deux langues, et nous faisons le même pari pour stare face à estar. Dans la première partie, nous parcourrons la littérature spécialisée, nous aborderons la notion d’existence, puis nous remonterons aux sources latines pour mieux cerner les évolutions de ces quatre verbes. La deuxième partie sera consacrée aux tours périphrastiques, où ser, estar mais aussi essere et stare jouent un rôle prépondérant. Leur emploi avec un circonstant et un attribut fera l’objet de la troisième partie, tandis que la quatrième et dernière partie se focalisera sur certaines structures présentant un ordre syntaxique marqué. / The latin verbs ESSE and STARE have derivatives in all Romance languages. Among the latter, Spanish draws a clear distinction between ser and estar. The syntactic and semantic roles of these two verbs are quite homogeneously divided but it is still one of the questions most discussed in Spanish studies. Italian verbs essere and stare, however, have not received as much critical attention, probably because the speaking subject is less compelled to choose between the two than in Spanish: these two verbs are then considered interchangeable. In keeping with the axiom of linguistic sign motivation, I will argue that two linguistic forms cannot be strictly equivalent. In the present study, I will analyse the Italian signifiers essere and stare in light of their Spanish equivalents ser and estar. I posit that essere and ser both convey the same instructions but that these take effect differently in the two languages, just as stare and estar. In the first part, I will present an overview of the literature on the issue, I will tackle the notion of existence, and finally, I will go back to the Latin sources to better outline the evolutions of these four verbs. The second part will focus on the periphrastic turns in which ser, estar but also essere and stare play a dominating role. Their use with an adverbial and a predicative adjective will be discussed in the third part, while the fourth and final part will be devoted to certain structures presenting a marked syntactic order.

Please read the abstract in the section 00front of this document. / Thesis (PhD)--University of Pretoria, 2009. / Old Testament Studies / unrestricted

Lacan introduit le concept de lettre dans son enseignement pour définir la direction de lacure analytique. Dans cette perspective, la définition de la lettre s’avère essentielle pour lapsychanalyse. Néanmoins, la définition de la lettre change au fur et à mesure que Lacanavance dans son enseignement. Ce changement de perspective implique une nouvelleconception de la clinique. De cette manière, ce travail propose d’étudier les différentsusages cliniques de la lettre dans l’enseignement de Jacques Lacan. Dans un premier temps,il s’agit d’un usage représentatif de la lettre. Cela implique la production des effets de sens.À ce moment-là, la lettre et le signifiant ne sont pas distingués. Cet usage de la lettre permetde définir la psychanalyse comme une pratique du bien-dire. Dans un second temps, ils’agit d’un usage de jouissance de la lettre. Cela implique la production d’une jouissancehors sens. Cette fois-ci, Lacan réussit à distinguer la lettre et le signifiant. Cet usage de lalettre permet de définir la psychanalyse comme une pratique du savoir-lire. Bien-dire etsavoir-lire désignent ainsi deux modalités d’usage de la lettre. C’est pourquoi cetterecherche a pour objectif de démontrer que la psychanalyse est une pratique de la lettre. / Lacan introduced the concept of the letter in his teaching in order to define the direction ofthe analytic cure. In this perspective, the definition of the letter is essential forpsychoanalysis. Nonetheless, the definition of the letter changed throughout the course ofhis teaching and this change of perspective implies a new conception of the clinic. As such,in this work we propose to study the different clinical uses of the letter in Jacques Lacan'steaching. Initially, it involved a representative usage of the letter, one which implies theproduction of meaning effects. At this moment, the letter and the signifier areindistinguishable. This use of the letter permits one to define psychoanalysis as a practiceof saying-well. Secondly, it involves the letters use of jouissance, which implies theproduction of senseless jouissance. This time, Lacan successfully distinguishes betweenletter and signifier. This use of the letter permits one to define psychoanalysis as a practiceof knowing-how-to-read. As such, saying-well and knowing-how-to-read designate twomodalities for the usage of the letter. The objective of this investigation is thus that ofdemonstrating that psychoanalysis is a practice of the letter.