La recherche concerne l'actualisation et le développement d'une épreuve clinique d'évaluation psychologique - le test 'les aventures de pattenoire' (corman, 1961). peu de travaux théoriques sont consacrés à cette épreuve, bien que largement utilisée par les psychologues ; elle n'a pas non plus été revue à la lumière de nouvelles approches en psychologie projective développées depuis sa création. toutefois on estime que ce test psychologique peut être particulièrement pertinent pour une évaluation de la personnalité de l'enfant dans le nouveau contexte social. le travail s'articulera autour de deux axes : le premier sera consacré à l'actualisation du test 'les aventures de pattenoire' (test pn), une réflexion concernant le mode d'administration de l'épreuve et la proposition d'un nouveau mode de dépouillement et d'analyse du protocole, notamment en version informatisée. le deuxième axe de mon travail de recherche proposera l'analyse de quelques questions relatives à la construction psychique que pose la nouvelle organisation du lien social, notamment les concepts d'identité, d'identification et des relations générationnelles. ceci aura pour objectif de mettre en évidence des modifications qui surviennent aujourd'hui dans la structuration psychique, notamment chez les enfants en période oedipienne. cette analyse appuiera également les développements du test pn lui-même comme une épreuve projective particulièrement intéressante dans la clinique infantile d'aujourd'hui. / The current social link mutation raises multiple issues about its impact on the subjectivity processes. Considering this we studied identity’s construction of children and teenagers, and in particular oedipal problematic and connected questions: identifications, oedipal promise and temporality. Using projective tests (drawings and « Pattenoire Test ») these processeswere investigated among 5-15 years old French children. Peer figure appeared in our results as a main identification reference and relationship with parents keeps archaic pre-oedipal nature. This horizontal link complicates the access to the difference between the generations and to the psychical temporality as well. Thus Oedipus complex « bug » troubles the development of the «transitional» capacity which gives access to the creativity. Thisphenomenon is especially evident at the teenage, when subject has now to seek for new arrangements to get out of the temporality suspended to the relationship with parents in the imaginary register.

[pt] Uma erótica mortífera: ruídos do supereu na clínica psicanalítica é um estudo da constituição do supereu na teoria psicanalítica e seus desdobramentos na clínica. O supereu que surge na obra freudiana como produto da identificação no declínio do complexo de Édipo, admite traços cruéis em sua parceria com a pulsão de morte. Lacan propõe um supereu equivalente ao objeto a como objeto voz, contribuição de grande novidade para a teoria analítica. Os mandatos superegóicos incidem como uma voz muda, inaudível, e propõem um desafio à clínica, que deve manejar as manifestações deste supereu, tais como o sentimento de culpa, a necessidade de punição e a reação terapêutica negativa. Os paradoxos do supereu serão abordados, privilegiando a face do supereu que é correlata ao gozo, distinguindo-o do Nome-do-Pai, uma função atrelada ao desejo. / [en] One deadly erotica: noises of the superego in the psycoanalytic treatment is a study of the formation of the superego in psychoanalytic theory and its developments in the clinic. The superego, which appears in Freud s work as a product of identification in the decline of the Oedipus complex, admits cruel traits in their partnership with the death drive. Lacan proposes an equivalent object-a with the object-voice, contribution of great novelty for clinical theory. The superego commands levied as a muted voice, inaudible, and propose a challenge to the clinic: to manage the manifestations of this superego, such as guilt, the need for punishment, and negative therapeutic reaction. The paradoxes of the superego are addressed, focusing on the face of the superego that is related to the jouissance, distinguishing it from the Name-of-the-Father - a function harnessed to desire.

Esta tese investiga os discursos atuais, presentes no campo da educação e da sociedade em geral, que denunciam, ao mesmo tempo que promovem, a “carência do pai” no exercício da autoridade e nos cuidados da prole.Tais discursos emergem impulsionados pelas novas configurações familiares, recebidas como estranhas e ameaçadoras, podendo causar ruptura nos laços sociais. É possível perceber aí o efeito fantasmático que opera no discurso educativo, que acaba denunciando um fracasso antecipado, como efeito da nostalgia da família tradicional, cada vez mais distanciada de nossa realidade. Para investigar o que produz essa posição de reivindicação de um “pai forte”, nossa pesquisa foi buscar na teoria essas respostas. Buscamos recortar interpretantes do laço social e suas expressões sintomáticas. Para tal, expusemos o tema da função paterna, como surge nas obras de Freud e Lacan, buscando acompanhar sua incidência na estruturação do sujeito, desde o desamparo primordial. Trata-se de uma pesquisa teórica, que tem como questão os sentidos que as novas formas de exercício da função paterna têm para a educação, considerada como laço social. Com Freud, acompanhamos os desdobramentos da função paterna no complexo de Édipo e a abordagem da temporalidade do Édipo em Lacan permitiu situar o pai a partir do registro do imaginário, do simbólico e do real, em referência ao conceito de falo, como significante da falta no Outro. Tematizar a função paterna a partir desses registros permitiu diferenciar a função paterna simbólica da fantasmática presente na dimensão imaginária do pai, esse que é significado como “carente”. Usamos como dado empírico, alguns casos, tomados em sua exemplaridade, na perspectiva do tema da função paterna. A tese indica que, o diálogo da psicanálise com a educação, permite desmistificar construções fantasmáticas, indutoras de uma interpretação última dos sintomas sociais, como essa do discurso da carência paterna. Valer-se da pluralidade dos sentidos da função paterna na educação, é uma forma dos educadores responsabilizarem-se pelo ato educativo, numa posição de abertura às contingências históricas que as vicissitudes dos laços sociais produzem. / This thesis investigates the current discourses present in the education field and in the society in general, that denounce at the same time they promote the “lack of the father” in the authority exercise and the cares of the offspring. Such speeches emerge stimulated for the new familiar configurations, received as strange and threatening, being able to cause break in the social ties. It is possible to note there the fantasized effect that operates in the educative speech denouncing an anticipated failure, as effect of nostalgia of the traditional family, more and more distant from our reality. To investigate what produces this position of claim of a “strong father”, the author searches in the theory these answers. We elect interpreters of the social tie and its symptomatic expressions. For such, we displayed the issue of the paternal function, as it appears in Freud and Lacan works, searching to follow its incidence in the subject structuring, since the primordial abandonment.This work is a theoretical research that focus the senses that the new forms of exercise of the paternal function have for education, considered as social tie. With Freud, we follow the implications of the paternal function in the Oedipus complex and the approach of the temporality of the Oedipus in Lacan allowed to situate the father from the registers of the Imaginary, the Symbolic and the Real , in reference to the concept of phallus, as significant of the lack in the Other. Establishing as a theme the paternal function from these registers allowed to differentiate the symbolic paternal function, of the present fantasized in the imaginary dimension of the father, this that is meant as “lacking”. We use as empirical data, some cases, taken in their exemplarity, in the perspective of the subject of the paternal function. The thesis indicates that, the dialogue of psychoanalysis with education, allows demystifying fantasized inductive constructions of a last interpretation of the social symptoms, as this of the speech of the paternal lack. To use itself the plurality of the directions of the paternal function in education, is a form of the educators to make responsible for the educative act, in a position of opening to the historical contingencies that the vicissitudes of the social ties produce.

Classical mythology has been one of the main sources of inspiration for European artists for centuries. It also remained current during the 20th century. From the 1920s, one can see increasing interest in classical myths; it becomes a source of inspiration even for artists of avant-garde art movements. The 20th century artist approach themes from classical mythology from a position of newly acquired artistic freedom. Release of iconographic conventions and academic rules, emphasis on psychology and individuality of a modern man brings specific forms of reception and reinterpretation of classical myths. In many cases, classical mythology carries allegorical meanings in a relation to contemporary political and social events, often in a very critical tone. But it also represents a tool for one's personal coping with reality. The thirties and early forties of the 20th century with dark atmosphere affected by war conflicts represent the culmination period of classical myths in visual arts. The tendency can be observed both in the art of European and Czech origin. Antiquity and classical mythology become the symbols of a return to the roots of European culture and civilization, symbols of the common European humanistic heritage. The collection of nearly 180 works of modern Czech art inspired by classical...

Esta tese investiga os discursos atuais, presentes no campo da educação e da sociedade em geral, que denunciam, ao mesmo tempo que promovem, a “carência do pai” no exercício da autoridade e nos cuidados da prole.Tais discursos emergem impulsionados pelas novas configurações familiares, recebidas como estranhas e ameaçadoras, podendo causar ruptura nos laços sociais. É possível perceber aí o efeito fantasmático que opera no discurso educativo, que acaba denunciando um fracasso antecipado, como efeito da nostalgia da família tradicional, cada vez mais distanciada de nossa realidade. Para investigar o que produz essa posição de reivindicação de um “pai forte”, nossa pesquisa foi buscar na teoria essas respostas. Buscamos recortar interpretantes do laço social e suas expressões sintomáticas. Para tal, expusemos o tema da função paterna, como surge nas obras de Freud e Lacan, buscando acompanhar sua incidência na estruturação do sujeito, desde o desamparo primordial. Trata-se de uma pesquisa teórica, que tem como questão os sentidos que as novas formas de exercício da função paterna têm para a educação, considerada como laço social. Com Freud, acompanhamos os desdobramentos da função paterna no complexo de Édipo e a abordagem da temporalidade do Édipo em Lacan permitiu situar o pai a partir do registro do imaginário, do simbólico e do real, em referência ao conceito de falo, como significante da falta no Outro. Tematizar a função paterna a partir desses registros permitiu diferenciar a função paterna simbólica da fantasmática presente na dimensão imaginária do pai, esse que é significado como “carente”. Usamos como dado empírico, alguns casos, tomados em sua exemplaridade, na perspectiva do tema da função paterna. A tese indica que, o diálogo da psicanálise com a educação, permite desmistificar construções fantasmáticas, indutoras de uma interpretação última dos sintomas sociais, como essa do discurso da carência paterna. Valer-se da pluralidade dos sentidos da função paterna na educação, é uma forma dos educadores responsabilizarem-se pelo ato educativo, numa posição de abertura às contingências históricas que as vicissitudes dos laços sociais produzem. / This thesis investigates the current discourses present in the education field and in the society in general, that denounce at the same time they promote the “lack of the father” in the authority exercise and the cares of the offspring. Such speeches emerge stimulated for the new familiar configurations, received as strange and threatening, being able to cause break in the social ties. It is possible to note there the fantasized effect that operates in the educative speech denouncing an anticipated failure, as effect of nostalgia of the traditional family, more and more distant from our reality. To investigate what produces this position of claim of a “strong father”, the author searches in the theory these answers. We elect interpreters of the social tie and its symptomatic expressions. For such, we displayed the issue of the paternal function, as it appears in Freud and Lacan works, searching to follow its incidence in the subject structuring, since the primordial abandonment.This work is a theoretical research that focus the senses that the new forms of exercise of the paternal function have for education, considered as social tie. With Freud, we follow the implications of the paternal function in the Oedipus complex and the approach of the temporality of the Oedipus in Lacan allowed to situate the father from the registers of the Imaginary, the Symbolic and the Real , in reference to the concept of phallus, as significant of the lack in the Other. Establishing as a theme the paternal function from these registers allowed to differentiate the symbolic paternal function, of the present fantasized in the imaginary dimension of the father, this that is meant as “lacking”. We use as empirical data, some cases, taken in their exemplarity, in the perspective of the subject of the paternal function. The thesis indicates that, the dialogue of psychoanalysis with education, allows demystifying fantasized inductive constructions of a last interpretation of the social symptoms, as this of the speech of the paternal lack. To use itself the plurality of the directions of the paternal function in education, is a form of the educators to make responsible for the educative act, in a position of opening to the historical contingencies that the vicissitudes of the social ties produce.

Esta tese investiga os discursos atuais, presentes no campo da educação e da sociedade em geral, que denunciam, ao mesmo tempo que promovem, a “carência do pai” no exercício da autoridade e nos cuidados da prole.Tais discursos emergem impulsionados pelas novas configurações familiares, recebidas como estranhas e ameaçadoras, podendo causar ruptura nos laços sociais. É possível perceber aí o efeito fantasmático que opera no discurso educativo, que acaba denunciando um fracasso antecipado, como efeito da nostalgia da família tradicional, cada vez mais distanciada de nossa realidade. Para investigar o que produz essa posição de reivindicação de um “pai forte”, nossa pesquisa foi buscar na teoria essas respostas. Buscamos recortar interpretantes do laço social e suas expressões sintomáticas. Para tal, expusemos o tema da função paterna, como surge nas obras de Freud e Lacan, buscando acompanhar sua incidência na estruturação do sujeito, desde o desamparo primordial. Trata-se de uma pesquisa teórica, que tem como questão os sentidos que as novas formas de exercício da função paterna têm para a educação, considerada como laço social. Com Freud, acompanhamos os desdobramentos da função paterna no complexo de Édipo e a abordagem da temporalidade do Édipo em Lacan permitiu situar o pai a partir do registro do imaginário, do simbólico e do real, em referência ao conceito de falo, como significante da falta no Outro. Tematizar a função paterna a partir desses registros permitiu diferenciar a função paterna simbólica da fantasmática presente na dimensão imaginária do pai, esse que é significado como “carente”. Usamos como dado empírico, alguns casos, tomados em sua exemplaridade, na perspectiva do tema da função paterna. A tese indica que, o diálogo da psicanálise com a educação, permite desmistificar construções fantasmáticas, indutoras de uma interpretação última dos sintomas sociais, como essa do discurso da carência paterna. Valer-se da pluralidade dos sentidos da função paterna na educação, é uma forma dos educadores responsabilizarem-se pelo ato educativo, numa posição de abertura às contingências históricas que as vicissitudes dos laços sociais produzem. / This thesis investigates the current discourses present in the education field and in the society in general, that denounce at the same time they promote the “lack of the father” in the authority exercise and the cares of the offspring. Such speeches emerge stimulated for the new familiar configurations, received as strange and threatening, being able to cause break in the social ties. It is possible to note there the fantasized effect that operates in the educative speech denouncing an anticipated failure, as effect of nostalgia of the traditional family, more and more distant from our reality. To investigate what produces this position of claim of a “strong father”, the author searches in the theory these answers. We elect interpreters of the social tie and its symptomatic expressions. For such, we displayed the issue of the paternal function, as it appears in Freud and Lacan works, searching to follow its incidence in the subject structuring, since the primordial abandonment.This work is a theoretical research that focus the senses that the new forms of exercise of the paternal function have for education, considered as social tie. With Freud, we follow the implications of the paternal function in the Oedipus complex and the approach of the temporality of the Oedipus in Lacan allowed to situate the father from the registers of the Imaginary, the Symbolic and the Real , in reference to the concept of phallus, as significant of the lack in the Other. Establishing as a theme the paternal function from these registers allowed to differentiate the symbolic paternal function, of the present fantasized in the imaginary dimension of the father, this that is meant as “lacking”. We use as empirical data, some cases, taken in their exemplarity, in the perspective of the subject of the paternal function. The thesis indicates that, the dialogue of psychoanalysis with education, allows demystifying fantasized inductive constructions of a last interpretation of the social symptoms, as this of the speech of the paternal lack. To use itself the plurality of the directions of the paternal function in education, is a form of the educators to make responsible for the educative act, in a position of opening to the historical contingencies that the vicissitudes of the social ties produce.

Cette recherche clinique vise à explorer le retentissement de l'hypofertilité masculine et de la fécondation in vitro (FIV) sur le fonctionnement psychique des épouses dans le premier centre de consultation FIV en Egypte (1986), en contexte culturel égyptien. Près de 60% des couples qui consultent au Centre FIV présentent le diagnostic d'infertilité d'origine masculine. Nous nous intéressons à comprendre ce qui constitue la spécificité du fonctionnement psychique de ces femmes dans ce contexte culturel où l'infertilité masculine est une pathologie taboue, suscitant la honte familiale, et où seule la FIV homologue- utilisant les gamètes d'un couple marié- est autorisée par la loi. La première hypothèse renvoie à l'existence d'une souffrance psychique chez l'épouse liée au maintien du secret de l'hypofertilité masculine. La seconde hypothèse suppose que le diagnostic et les traitements médicaux sont accompagnés chez l'épouse d'une idéalisation oedipienne de ses propres parents. Notre échantillon est composé de dix femmes âgées de 20 à 40 ans inscrites dans un protocole FIV. Sur le plan méthodologique, nous nous sommes basés sur des entretiens de recherche semi-directifs et sur l'inventaire abrégé de dépression de Beck BDI-13. L'analyse des résultats met en évidence la présence chez les épouses d'un discours de plainte adressé envers leurs conjoints, en même temps que l'expression d'une idéalisation de leurs propres parents. La présence de symptômes de dépression variables est relevée dans l'échantillon. Enfin, la manière dont les femmes s'approprient subjectivement l'expérience de la FIV est un indicateur pertinent de leur équilibre psychique. Pour conclure, cette étude se veut être une recherche-action visant à mettre en place un dispositif clinique au service des femmes et des couples dans une institution médicale, et qui soit adapté à ce contexte culturel particulier. / This study aims at exploring the impact of male subfertility and In Vitro Fertilization (IVF) on the psychological functioning of a group of female spouses, in the first Egyptian IVF center in Egypt (1986), within the Egyptian cultural context. Approximately 60% of couples consulting at the Egyptian Center for IVF carry the diagnosis of male factor infertility. We are interested in understanding what constitutes the specificity of the psychological functioning of these women within this cultural context, where male infertility is a taboo pathology provoking family shame, and where only homologous IVF -using a married couple's gametes- is allowed by the law. The first hypothesis states that there is a specific female suffering related to the maintenance of the secret of male subfertility. The second hypothesis assumes that for the wife, the diagnosis disclosure and medical treatments are followed by an oedipal idealization of the her parents. Our sample is composed of ten women aged between 20 and 40 years old, and undergoing an IVF protocol. On the methodological aspect, we have used semi-structured interviews and the 13-Item Beck Depression Inventory. Results indicate the existence of a complain discourse among the wives, addressed towards their husbands, and at the same time an idealization of their own parents. Variable depression symptoms have been observed in our sample. Finally, the way women integrate psychologically the IVF experience is a relevant indicator of their psychological balance. As a conclusion, this study aims at being a research-action, which objective is to elaborate a clinical intervention at the service of women and couples, and suitable to this particular cultural context.

Cette recherche clinique vise à explorer le retentissement de l'hypofertilité masculine et de la fécondation in vitro (FIV) sur le fonctionnement psychique des épouses dans le premier centre de consultation FIV en Egypte (1986), en contexte culturel égyptien. Près de 60% des couples qui consultent au Centre FIV présentent le diagnostic d'infertilité d'origine masculine. Nous nous intéressons à comprendre ce qui constitue la spécificité du fonctionnement psychique de ces femmes dans ce contexte culturel où l'infertilité masculine est une pathologie taboue, suscitant la honte familiale, et où seule la FIV homologue- utilisant les gamètes d'un couple marié- est autorisée par la loi. La première hypothèse renvoie à l'existence d'une souffrance psychique chez l'épouse liée au maintien du secret de l'hypofertilité masculine. La seconde hypothèse suppose que le diagnostic et les traitements médicaux sont accompagnés chez l'épouse d'une idéalisation oedipienne de ses propres parents. Notre échantillon est composé de dix femmes âgées de 20 à 40 ans inscrites dans un protocole FIV. Sur le plan méthodologique, nous nous sommes basés sur des entretiens de recherche semi-directifs et sur l'inventaire abrégé de dépression de Beck BDI-13. L'analyse des résultats met en évidence la présence chez les épouses d'un discours de plainte adressé envers leurs conjoints, en même temps que l'expression d'une idéalisation de leurs propres parents. La présence de symptômes de dépression variables est relevée dans l'échantillon. Enfin, la manière dont les femmes s'approprient subjectivement l'expérience de la FIV est un indicateur pertinent de leur équilibre psychique. Pour conclure, cette étude se veut être une recherche-action visant à mettre en place un dispositif clinique au service des femmes et des couples dans une institution médicale, et qui soit adapté à ce contexte culturel particulier. / This study aims at exploring the impact of male subfertility and In Vitro Fertilization (IVF) on the psychological functioning of a group of female spouses, in the first Egyptian IVF center in Egypt (1986), within the Egyptian cultural context. Approximately 60% of couples consulting at the Egyptian Center for IVF carry the diagnosis of male factor infertility. We are interested in understanding what constitutes the specificity of the psychological functioning of these women within this cultural context, where male infertility is a taboo pathology provoking family shame, and where only homologous IVF -using a married couple's gametes- is allowed by the law. The first hypothesis states that there is a specific female suffering related to the maintenance of the secret of male subfertility. The second hypothesis assumes that for the wife, the diagnosis disclosure and medical treatments are followed by an oedipal idealization of the her parents. Our sample is composed of ten women aged between 20 and 40 years old, and undergoing an IVF protocol. On the methodological aspect, we have used semi-structured interviews and the 13-Item Beck Depression Inventory. Results indicate the existence of a complain discourse among the wives, addressed towards their husbands, and at the same time an idealization of their own parents. Variable depression symptoms have been observed in our sample. Finally, the way women integrate psychologically the IVF experience is a relevant indicator of their psychological balance. As a conclusion, this study aims at being a research-action, which objective is to elaborate a clinical intervention at the service of women and couples, and suitable to this particular cultural context.

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