Orientador: Ana Archangelo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T20:09:18Z (GMT). No. of bitstreams: 1 Villela_FabioCamargoBandeira_D.pdf: 1899050 bytes, checksum: 7f9dded505c4243ca085f8ec9ea0b233 (MD5) Previous issue date: 2015 / Resumo: A presente tese - Psicanálise, investigação clínica e Educação - constitui-se de duas classes de pesquisa que se articulam no final. A primeira delas refere-se à discussão da investigação clínica em Freud, e abrange tanto sua gênese, como seu papel e sua importância ao longo da obra freudiana, especialmente após o advento do método de associação livre. A segunda classe de pesquisa refere-se às relações entre os campos da Psicanálise e da Educação, especificamente sobre as contribuições do campo teórico - e clínico - da Psicanálise à prática educativa do professor em sala de aula. Em relação à pesquisa sobre investigação clínica em Freud, discute as várias formas que essa investigação assume até a constituição do método de associação livre. Em sua gênese, a investigação clínica não se mostra como um pressuposto da atividade clínica de Freud, mas uma aquisição importantíssima, cujo percurso permitiu a compreensão mais acurada de processos e representações mentais que serviram de base à constituição da Psicanálise. Uma vez incorporada no tratamento das neuroses, Freud nunca mais a abandonaria: a investigação clínica passou a ser não apenas condição necessária para o tratamento, como se confundiu com o próprio tratamento. O lugar teórico ocupado pela investigação clínica e seus resultados como telos do tratamento psicanalítico, encontrado em Freud, não se constituiu como marca do campo psicanalítico, o que impacta a segunda classe de pesquisa da presente tese, referente às relações entre os campos da Psicanálise e da Educação. Não há uma relação de necessidade lógica envolvendo a contribuição da Psicanálise ao campo da Educação, no entanto, pode haver diversas contribuições profícuas da Psicanálise à Educação. Quatro classes de contribuições da Psicanálise em relação à atuação do professor em sala de aula foram investigadas que são, sinteticamente, as seguintes: 1. compreensão dos alunos e de situações de sala de aula; 2. aprimoramento na forma de lidar com os alunos; 3. promoção de ganhos terapêuticos em sala de aula e 4. contribuição ao desenvolvimento emocional dos alunos através das atividades didáticas. O destaque recai sobre a terceira contribuição apresentada acima. Sobre esse ponto, conclui-se que, quanto mais se atrelam as possibilidades psicoterapêuticas à investigação clínica, mais difícil ou mesmo impossível se torna ao professor alcançar ganhos terapêuticos em sala de aula. Não há restrição, entretanto, à Psicanálise para as outras classes de contribuições destacadas na tese, bem como as contribuições do psicanalista ou do docente universitário de orientação psicanalítica e seus auxiliares discentes destinadas ao professor, aos alunos e às suas atividades ¿ em sala de aula ou desenvolvidas em projetos especiais extraclasse ¿, modalidades que também estão discutidas na presente tese / Abstract: This thesis - Psychoanalysis, clinical investigation and education - consists of two research sets that are articulated in the end. The first refers to the discussion of clinical investigation in Freud, and covers its genesis, its role and its importance throughout Freud's work, especially after the advent of the free association method. The second research set refers to the relationship between the fields of Psychoanalysis and Education, specifically on the contributions of the theoretical - and clinical - field of Psychoanalysis to the educational practice of the teacher in the classroom. Regarding the research on clinical investigation in Freud, it discusses the various ways in which this investigation is shaped until the constitution of the free association method. In its genesis, clinical investigation does not show itself as a presupposition for the clinical activity of Freud, but a very important acquisition, whose route allowed more accurate understanding of mental processes and representations that were the basis of the formation of Psychoanalysis. Once incorporated into the treatment of neuroses, Freud never abandoned it: clinical research has become not only a necessary condition for treatment, but it also was confused with the treatment itself. The theoretical place occupied by clinical investigation and its results as telos of psychoanalytic treatment, found in Freud, was not constituted as a mark of the psychoanalytic field, and this impacts on the second set of the research of this thesis, concerning the relations between the fields of Psychoanalysis and Education. There is no relation of logical necessity involving Psychoanalysis contribution to the field of Education; however, there may be several fruitful contributions of Psychoanalysis to Education. Four Psychoanalysis contribution sets in relation to teacher performance in the classroom were investigated, which are, synthetically, as follows: 1. understanding of students and classroom situations; 2. improvement in dealing with students; 3. promotion of therapeutic gains in the classroom and 4. contribution to the emotional development of students through educational activities. The highlight is on the third contribution presented above. On this point, we conclude that the more you attach psychotherapeutic possibilities to clinical investigation, the more difficult or even impossible it becomes for the teacher to achieve therapeutic gains in the classroom. There is no restriction, however, to Psychoanalysis for the other contribution sets presented in the thesis, as well as the contributions of the psychoanalyst or university professors of psychoanalytic orientation and their assistants for the teacher, the students and their activities - in the classroom or developed in special extracurricular projects - arrangements that are also discussed in this thesis / Doutorado / Psicologia Educacional / Doutor em Educação

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This dissertation investigates enduring forms of Jewish “presence” in Tunisia, but a presence in the near-absence of Jewish communities. French colonialism, Zionism, and Arab nationalism led to the mid-twentieth century immigration of Tunisia's Jewish population to France and Israel-Palestine. Minor Differences examines the century-long de-nativization process by which the Jews of Tunisia went from being seen as Tunisian or Ottoman subjects, to a minority of “nonnative” outsiders. If the historical Jew indexes a past “Golden Age” in Tunisia, then the contemporary Jew is a subject of curiosity––and hostility through her association with the Israeli state. Through the prism of Jewish absence, I examine social relations among the few Jews who stayed in Tunisia, as well as between Jews and Muslims. I draw on a wide array of historical and literary sources as well as two years of fieldwork in a variety of sites, some intuitive and some unexpected: a boxing gym, a Hebrew class, a photography studio, a cemetery, and a synagogue; all of which inform my research, three of which I explicitly discuss in this dissertation. In these cultural sites, my research revealed a phenomenon I call “minor differences”: a paradigmatic instance of this anthropological pattern is the common distinction made between two nearly identical dishes, the “Muslim” madfouna and the “Jewish” bkaila. The “narcissism of minor differences” is a phrase used by Freud to describe an inclination toward aggression that facilitates cohesion between members of a family, or community. Provoked by Freud’s limited theorization of this peculiar form of narcissism, my research develops and applies it to understand the small ways people construct Otherness in everyday life—even, and perhaps especially, the Otherness of an absent cultural presence; and my fieldwork illustrates how it is through these “minor differences” that Jews and Muslims in Tunisia define themselves historically and contemporaneously. I show how minor differences are used to divide people and treated as proof of their essential cultural difference but also how these same “differences” can be used to foster connection, smooth out bumps in social relationships, and argue for broader solidarities. Ultimately, minor differences form the basis of major distinctions in inherited and ascribed forms of social belonging.

This study analyzes the way in which Freud presents psychoanalysis as a science. From the review of the published work of Freud we would select and analyze the most important passages on the subject. Through this analysis we would be able to show that Freud presents psychoanalysis as a non-prototypical revolutionary science. We will show how Freud describes important features of his notion of psychoanalysis and its notion of science and that the fact that Freud present psychoanalysis as science does not necessarily refer to the clinical practice but rather to theoretical research. / El presente estudio analiza la forma en la que Freud presenta al psicoanálisis como una ciencia. A partir de la revisión de textos de la obra publicada de Freud seleccionamos y analizamos los pasajes más importantes sobre el tema. A través de dicho análisis podremos mostrar que Freud presenta al psicoanálisis como una ciencia no-prototípica y revolucionaria. Mostraremos como en esta presentación Freud describe características importantes de su noción de psicoanálisis y su noción de ciencia y mostraremos que el hecho de que Freud presente al psicoanálisis como ciencia no hace necesariamente referencia a la práctica clínica sino más bien a la investigación teórica.

Tableau d'honneur de la Faculté des études supérieures et postdoctorales, 2019-2020 / Ce mémoire propose une reconstruction de la théorie du fétichisme sexuel de Sigmund Freud. Il s’agit de déterminer à quel degré de cohérence celle-ci parvient. Le premier chapitre consiste en un travail de définition des notions mobilisées par Freud dans l’explication du fétichisme. Nous mettons en lumière la tension la plus importante qui traverse son modèle étiologique : l’appropriation de la théorie de la récapitulation d’Ernst Haeckel, réinterprétée dans la perspective du darwinisme social. Le deuxième chapitre présente une analyse systématique des deux étiologies concurrentes du phénomène. La première se centre autour du complexe de castration, et la deuxième, autour du processus de refoulement partiel d’une pulsion originaire. Hormis le problème que pose la théorie de la récapitulation déjà mentionnée, problème qu’on retrace dans les deux étiologies, la deuxième d’entre elles souffre d’un manque d’unité vu les phénomènes hétérogènes que Freud y réunit. Le troisième chapitre, décrivant les mécanismes psychiques de défense (refoulement, déni) qui entrent en jeu durant la formation du fétichisme, leur conséquence (clivage du moi), de même que la dimension éminemment symbolique et langagière de l’objet fétiche, donne à comprendre que chez Freud les catégories nosographiques sont fréquemment sujettes à des translations et à des recoupements importants. C’est à partir de cette mise en relief qu’on peut mieux estimer à quel type d’unité conceptuelle on doit s’attendre pour le fétichisme. Celui-ci, non définissable au moyen d’un caractère distinctif général, consiste en un agencement particulier entre mécanismes psychiques et expériences de vie, lui-même déterminé par certains rapports quantitatifs présumés, mais non mesurables. La dimension symbolique reconnue au fétiche, quant à elle, s’inscrit également dans la perspective de la théorie de la récapitulation. Toutefois, débarrassée de ce dernier écueil, la théorie ne s’effondre pas. Au contraire, elle gagne en cohérence, et devient plus plausible.

Cet essai examine, dans une première partie, l’argument de Freud sur le rêve, sur sa méthode d’interprétation et sur la construction du rêve. Une seconde partie élabore certaines questions philosophiques liées à l’argument freudien. D’abord, des questions générales sur la nature de l’objet onirique, sur la question de l’inconscient et sur celle de la finalité du rêve ; puis ensuite, est amorcée une comparaison des positions respectives de Freud et d’Aristote sur le rêve. L’objectif est de chercher, d'une part, le fondement de l’appui réclamé par Freud dans la définition que donne Aristote du rêve, et, d’autre part, d’élaborer ce qui peut en être de la vérité du rêve, vérité examinée par le biais d’une analogie avec la tragédie.