Pre-literate children experience written text as a meaningless material object, the word-object, but the compulsory and institutional aspects of reading pedagogy make this an experience from which they cannot escape. Some children begin to associate their own negative experiental sense with the word-object before they are able to learn to read. As reading pedagogy continues, these children begin to read back experiental sense which prevents them from converting the word-object to meaningful text. Experiental sense is repressed because it is psychically painful. It retains qualities of phenomena repressed from childhood: it is active and intractable to reason. The result is an intractable illiteracy which may be interpreted as biologically based �dyslexia.� Further attempts at reading pedagogy in childhood and adulthood generally result in reproduction of the inability because this pedagogy requires learners to attempt to read linguistically which elicits experiental sense. As these children become adults, their avoidance of reading sometimes structures their social relations to accommodate and compound their problems. The method to overcome the problem replaces experiental sense with positive feelings about written language. The power of language to denote emotions of pleasure and affirmation from learners� lives is used. These emotions are enhanced through a technique of affirmative intersubjectivity. Short spoken affirmative texts are made by learners, tape recorded and reproduced as written texts by the literacy worker. Through allowing learners control and autonomy over their spoken and written texts, the positive emotions in them are associated by learners with the written texts. Exercises on the affirmative written texts are used to demonstrate regularities about written language. Learners then progress to reading suitable independent texts and other activities. There are suggestions about how to enhance learners� feelings as competent readers and writers. The thesis uses a methodology of action research and includes five case studies of adults with literacy problems. Concepts from social theory, psychoanalysis and object relations theory are used and adapted to understand written language, schooling and illiteracy.

Pre-literate children experience written text as a meaningless material object, the word-object, but the compulsory and institutional aspects of reading pedagogy make this an experience from which they cannot escape. Some children begin to associate their own negative experiental sense with the word-object before they are able to learn to read. As reading pedagogy continues, these children begin to read back experiental sense which prevents them from converting the word-object to meaningful text. Experiental sense is repressed because it is psychically painful. It retains qualities of phenomena repressed from childhood: it is active and intractable to reason. The result is an intractable illiteracy which may be interpreted as biologically based �dyslexia.� Further attempts at reading pedagogy in childhood and adulthood generally result in reproduction of the inability because this pedagogy requires learners to attempt to read linguistically which elicits experiental sense. As these children become adults, their avoidance of reading sometimes structures their social relations to accommodate and compound their problems. The method to overcome the problem replaces experiental sense with positive feelings about written language. The power of language to denote emotions of pleasure and affirmation from learners� lives is used. These emotions are enhanced through a technique of affirmative intersubjectivity. Short spoken affirmative texts are made by learners, tape recorded and reproduced as written texts by the literacy worker. Through allowing learners control and autonomy over their spoken and written texts, the positive emotions in them are associated by learners with the written texts. Exercises on the affirmative written texts are used to demonstrate regularities about written language. Learners then progress to reading suitable independent texts and other activities. There are suggestions about how to enhance learners� feelings as competent readers and writers. The thesis uses a methodology of action research and includes five case studies of adults with literacy problems. Concepts from social theory, psychoanalysis and object relations theory are used and adapted to understand written language, schooling and illiteracy.

[pt] O objetivo desta pesquisa foi estudar sobre a clínica dos casos-limite numa perspectiva psicanalítica, por meio de uma revisão de literatura. Esses sujeitos revelam uma marcante precariedade no que se refere à construção dos limites intersubjetivos, configurando uma difícil relação interpessoal ao longo da vida. São pacientes que exigem do psicanalista uma atenção em relação a técnica empregada e um olhar para as primeiras relações de objeto. Assim, em um primeiro momento, utilizamos das contribuições técnicas e teóricas de Sigmund Freud no atendimento em casos de neurose de transferência, isto é, pacientes onde o sintoma se configura a partir do recalque, que vão orientar uma técnica que se convencionou a chamar de clássica. São sujeitos que não se enquadram como casos-limite. Em seguida, colhemos as contribuições de Sándor Ferenczi sobre a clínica dos casos graves, valorizando o tato do analista, sua sensibilidade e elasticidade da técnica. Por fim, com Donald Woods Winnicott, abordamos alguns aspectos fundamentais como os primórdios da constituição psíquica e as relações objetais primárias, assim como o brincar e a regressão à dependência no setting, posto que são elementos centrais que nos ajudam a pensar a clínica dos casos-limite por uma outra dimensão que não a técnica clássica. Nesse trajeto, é possível destacar o holding frente aos impasses e desafios na clínica desses casos na contemporaneidade. / [en] The aim of this research was to study the clinical practice of the borderline cases in a psychoanalyst perspective, based on a literature review. These individuals reveal an important fragility related to intersubjective boundaries, which results in a difficult interpersonal relationship throughout life. They are patients who demand from the analyst a close attention of the technique used, and also a look at the first objects relations. Thus, at first, we used all Sigmund Freud s technical and theoretical background in clinical care of transference neurosis, that is, patients where the symptom is formedfrom repression, that will guide a technique that is conventionally called classic. They are subjects that do not fit asborderline cases. Then we extracted the corpus of Sándor Ferenczi in terms of the clinic of severe cases, in which, we value the analyst experience and sensibility, and the technique versatility. At last, based on Donald Woods Winnicott, we address some fundamental aspects such as the beginnings of the psychic constitution and the primary object relations, as well as the play and the regression of dependency in the setting, since they are central elements that help us to think about the clinic of borderline cases from a different perspective other than the classic techniques. Along this path, it is possible to highlight the holding in the view of the impasses and challenges of this cases on the contemporary clinic.