Made available in DSpace on 2016-04-29T13:31:08Z (GMT). No. of bitstreams: 1 MariaSilviaGomesNogueira.pdf: 956384 bytes, checksum: 5f87791f2222744460c67e4fa01a59c1 (MD5) Previous issue date: 2005-11-25 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research firstly introduced problems associated with social interventions that concerned the street children. The situation of exclusion this population undergoes took us to consider the different social actors that interfere into this reality. As a second step, we focused on the practices held by Non-Governamental Organizations (NGOs) founded during the 1990s, as we heard their professionals. Therefore we unveiled the meanings suggested by the term NGO, considering both the speeches and proposals which regarded the children and the Young. Nowadays the term NGO doens t reveal much about these organizations. It sounds confusing and ambiguous. There are many institutions which call themselves non-governamental. Not only do they hold different proposals, but they also sound controversial. As the NGOs settle themselves as legal institutions, they maintain partnership policies with the Estate and/or private enterprises. Some NGOs focus their work on counselling popular movements; some others enact the profile of business philanthropy, as they join the social context aligned with the neoliberal project under the logic of capitalism to the detriment of a political background. As we attempt for the consistency between the speeches and practices held by the NGOs conjoined to enterprises, we notice the unveiling of a self-centered model of knowledge management. There is a need for controlling knowledge and it forbides the flowing of ideas, the freedom of thought in its creative and dialectic flux. The attempt for controlling knowledge imposes a limit for understanding the contradictions and complexities upraised from social relations. As a result, the professionals suffer, the projects drawn for the benefit of the Young keep them further and further from the institutions. As some enterprises and NGOs incorporate the socialist speech, they disregard history and delimit the speech into a franchise of concepts. Hence, critics are expressed into a homogeneous shape and loses conherence between the institutional practices and its proposals / Esta pesquisa apresentou como ponto de partida questões concernentes às intervenções sociais realizadas com meninos e meninas que vivem em situação de rua. A situação de exclusão vivenciada por esta população, levou-nos a refletir sobre os diferentes atores sociais que interferem nesta dinâmica. Dentre eles, atentamo-nos às práticas das Organizações Não Governamentais (ONGs) fundadas a partir de 1990. Transitamos pelo significado de ONG, seu discurso e propostas junto às crianças e jovens, a partir do olhar de seus profissionais. Atualmente a sigla ONG pouco revela, recheia-se de ambigüidade. São inúmeras as instituições que se auto-intitulam não governamentais, apresentado propostas muito diversas e, inclusive, antagônicas. Ao se instituírem como personalidade jurídica, as ONGs adotam uma política de parcerias com o Estado e/ou empresas do setor privado lucrativo. Algumas delas procuram desenvolver um trabalho de assessoria junto aos movimentos populares; outras desenvolvem um perfil de filantropia empresarial e se integram no bojo das relações sociais alinhadas com a proposta neoliberal de reestruturação do capitalismo, em detrimento da formação política. Ao procurarmos compreender a consistência entre o discurso e a prática destas ONGs - aqui chamadas de ONGs empresariais - percebemos seu entretecimento a partir de um modelo fechado de gestão do conhecimento. Procura-se controlar e gerir o conhecimento, impedindo-se o livre fluxo das idéias, a razão livre, o pensamento criador e dialético. A tentativa de controle do conhecimento limita o entendimento das contradições e complexidades da realidade social, resultando em atitudes que geram o distanciamento do jovem e causando sofrimento para o profissional. As empresas e ONGs empresariais incorporam o discurso socialista destituindo-lhe a história, limitando-o a uma franquia de conceitos. Assim a crítica se uniformiza, torna-se homogênea perdendo-se entre a falácia e as ações institucionais

Cette recherche propose de porter un regard sur les dynamiques psychiques en jeu, dans les mouvements transférentiels qui émergent lorsque l’enseignant est confronté à la réalité de la rencontre avec l’élève porteur de troubles du comportement. De l’incompréhensible à l’insupportable, de la difficulté à la souffrance, le trouble élève fait effraction dans l’expérience subjective de l’enseignant et génère des « ruptures identificatoires», esquissant une certaine rigidité psychique dans sa posture professionnelle. L’ « extrapolation » des concepts de transfert et de contre-transfert issus du champ de la psychanalyse, permet de dessiner les contours d’un contre-transfert spécifique à l’enseignant dans une relation pédagogique troublée. En tant que sujet désirant, il mobilise des attitudes contre-transférentielles, observables dans leurs effets, relevant soit d’un déjà-là, soit d’une réactivité d’intensité variable, au regard de dysharmonies dans l’articulation de ses désirs et de ses représentations construites et prescrites, caractérisant ses filtres interprétatifs. Comprendre l’économie des dynamiques psychiques de l’enseignant en souffrance professionnelle, dans une approche clinique d’orientation psychanalytique, constitue une assise pour envisager de repenser l’interprétation de son expérience subjective, en faveur d’une Plasticité Posturale Psychique de l’Enseignant. / This research proposes to look at the psychodynamic interactions at play in the transference movements that emerge when a teacher encounters the reality of a pupil with behavioural disorders. From the incomprehensible to the unbearable, from the difficulty to the suffering –the troubled pupil intrudes into the teacher's subjective experience and generates « identity breakdowns », hinting at a certain psychic rigidity in one's professional position. The « extrapolation » of the concepts of transference and counter-transference from the field of psychoanalysis outlines the contours of a counter-transference specific to the teacher in a troubled teaching relationship. As a desired subject, he mobilises counter-transferential attitudes, observable in their effects, falling under either an already-existing responsiveness or one of varying intensity in terms of disharmony in the articulation of his desires, and constructed and prescribed representations characterising his interpretative filters. Understanding the economics of the psychodynamics of the teacher with regard to professional distress, in a clinical approach with a psychoanalytical orientation, constitutes a foundation to consider rethinking the interpretation of his subjective experience in favour of a Psychic Postural Plasticity of the Teacher.