[pt] O presente trabalho integra a linha de pesquisa Teoria do Direito, Ética e Construção da Subjetividade e pretende desenvolver a relação subjetividade e laço social nas instituições família e escola a partir de um recorte da teoria psicanalítica. O objetivo é analisar, através de Freud e Winnicott, as diferentes concepções antropológicas e de constituição da subjetividade construídas por esses autores e delinear as possibilidades de laço social, ou seja, de se conectar e de empatizar com o outro, e as possíveis consequências éticas ao se adotar uma ou outra concepção. O que se busca como pano de fundo é colocar em evidência a mudança de paradigma entre os pensamentos de Freud e Winnicott, alternando a perspectiva de análise centralizada na concepção de sujeito pulsional individual, de Freud, para o aspecto relacional do ambiente e das instituições constituidoras de subjetividades, de Winnicott. Os delineamentos deste trabalho se fundamentam em quatro problematizações: (i) a concepção de sujeito em Freud conduz à necessidade de uma autoridade interna, o superego, e externa, o Estado, para controlar as pulsões, evidenciando, assim, a ética da lei; (ii) a concepção de sujeito em Winnicott parte de uma concepção relacional do sujeito, enfatizando o papel do ambiente neste processo e circunscrevendo a ética do cuidado; (iii) o faço social parte da indissociabilidade entre a subjetividade e o social, percebendo-os como fenômenos interligados e reconhecendo que, por um lado, o ambiente social age e produz subjetividades e, por outro, as premissas utilizadas na concepção do sujeito influenciam diretamente as instituições e a forma de interação e de reciprocidade dos sujeitos entre si e (iv) as instituições socializadoras, como a escola e a família, ao assumirem uma postura baseada na ética do cuidado, acolhem as singularidades, permitem que o laço social se efetive e que o sujeito emerja. A fim de ilustrar esta temática com contornos práticos, serão utilizados dois casos do livro A ralé brasileira de Jessé Souza que fazem refletir sobre a construção de subjetividades a partir das instituições familiar e escolar. / [en] The present work integrates the line of research Theory of Law, Ethics and Construction of Subjectivity and aims to develop the relationship between subjectivity and social bond in the family and school institutions from a psychoanalytic theory perspective. The purpose of this work is to analyze through the views of Freud and Winnicott the different anthropological and constitutional conceptions of subjectivity and to outline the possibilities of social bonds, that is, to connect and to empathize with one another, and the possible ethical consequences of adopting one or other conception. What is sought hereby as a broader context is to point out the paradigm shift between the thoughts of Freud and Winnicott, alternating the perspective of an analysis focused on Freud s conception of the individual drive, to Winnicott s relational aspect of the environment and the institutions which constitute subjectivities. This work s outlines are based on four issues: (i) the conception of the subject in Freud leads to the need for an internal authority, the superego, and for an external authority, the State, to control its drives, thus evidencing the ethics of the law; (ii) the concept of the subject in Winnicott is based on a relational conception of the subject, emphasizing the role of the environment in this process, which is circumscribed by the ethics of care; (iii) the social bond assumes the inseparability between subjectivity and social, perceiving them as interconnected phenomena and acknowledging that, on the one hand, the social environment acts and produces subjectivities and, on the other, the assumptions used in the conception of the subject directly influence the institutions and the form of interaction and reciprocity among the subjects; (iv) socializing institutions, such as the school and the family, when taking a stance based on the ethics of care, embrace the singularities, allow the effectiveness of the social bond and the emersion of the subject. In order to illustrate this theme with practical outlines, this work will use two cases from the book The Brazilian Ralé by Jessé Souza, which allow a reflection on the construction of subjectivities under the perspectives of the family and school institutions.

Esta tese tem como objetivo geral investigar o laço social na educação e, em particular, de alunos que apresentam necessidades educacionais especiais, considerando seus efeitos para os sujeitos. Para tanto, analisam-se perspectivas educacionais endereçadas a esse grupo, assim como, o estabelecimento de laços entre as crianças em contexto escolar dito inclusivo, tendo como referência a interface Psicanálise e Educação. Esta pesquisa se divide em três eixos principais: no primeiro, é abordada a noção de laço social pela Psicanálise, indicando seus desdobramentos para o estudo do campo educacional. No segundo, enfoca-se os principais elementos que constituíram a Educação Especial e a Educação Inclusiva como discursos, fundamentando o laço social proposto por essas. Retoma-se, assim, o percurso histórico que desencadeou a emergência de movimentos como o de normalização, mainstreaming, integração e, mais recentemente, o de inclusão. Tendo esse contexto como referência, analisa-se o processo de internacionalização do direito à educação escolar para todos, problematizando suas particularidades nos rumos adotados em políticas educacionais em curso no Brasil, Estados Unidos, França e Itália. No terceiro eixo, investigam-se dados referentes a uma pesquisa de campo desenvolvida em uma escola pública, municipal de tempo integral. A partir da realização do estudo de caso que conduziu ao acompanhamento de uma turma, composta por crianças na faixa-etária de seis e sete anos, enfocam-se aspectos relacionados à inserção escolar de uma criança nomeada pela escola como autista. Destacamse, de modo especial, elementos de sua convivência com os colegas, bem como sua participação no dispositivo escolar. Os procedimentos metodológicos adotados na realização desta pesquisa compreenderam o registro dos dados levantados pela pesquisadora no contato sistemático com o campo, a prática de entrevistas com profissionais da escola e com as crianças, e a realização de filmagens. Os dados obtidos por esta pesquisa permitiram a elaboração de considerações acerca da noção de laço social em um plano macro, ligado à implementação de políticas públicas, e, em um plano micro, relativo à convivência entre as crianças. Em relação à primeira vertente, ressaltam-se os constantes impasses presentes na abordagem do sujeito na educação, mesmo em movimentos ditos inclusivos. Nesse sentido, a busca por classificação, homogeneização, adaptação e ajustamento social via educação escolar persiste como desafio nos movimentos atuais em torno de uma educação para todos. No que diz respeito ao plano micro, a pesquisa revelou a existência de uma série de operações ligadas à constituição de laços entre as crianças, como os saberes da experiência e a operação sujeito-objeto. Permitiu, ainda, a construção de uma hipótese diagnóstica sobre o autismo, a partir do referencial psicanalítico, a abordagem da percepção da diferença pelas crianças, bem como, de suas intervenções com o colega. Por fim, o estudo indica a presença de efeitos terapêuticos no processo de inserção dessa criança na escola comum. Os apontamentos tecidos a partir deste estudo sublinham, de modo geral, a importância de um maior aprofundamento na análise das perspectivas educacionais atuais, bem como da complexidade existente nas dimensões do educar e do tratar na educação contemporânea. / This research aims at investigating the social bond in education focusing on those students who have special educational needs, considering its effects in the subjects involved. In doing so, educational perspectives for that specific group have been analized such as the bonds among children in an inclusive educational context, having as a reference an interface between Psychoanalyzis and Education. This work is divided into three main areas: the first part concentrates on the notion of social bond considered by Psychoanalyzis pointing out its effects for the study of educational field; the second part is concerned with the main elements of special education and inclusive education taken as discourses which root the social bond they both claim. Seen from that perspective, a historical path which has brought forth movements like normalization, mainstreaming, integration and more recently, inclusion, has been pursued. Within this context as a reference, the process of internalization of the right of formal education for all is analysed, and the different strategies adopted by the current educational policies in Brazil, the United States, France and Italy have been examined. The third part presents a field research carried out in a full time public school. The case study aims at following the social insertion of a child belonging to a group whose age varies between six and eight and who is considered an autist by the members. Factors such as her/his relationship with classmates and her/his involvement with the educational setting are enphasized. The methodological procedures adopted for this research include data collection by the researcher through a sistematic contact with the field, interviews with the school professionals and the children involved and film makings. Data obtained from this research allow reflections on the social bond on a macro level, linked to the implementation of public policies and on a micro level, related to the childrens relationship. The former faces constant challenges as far as the subject is involved in education, even when it comes to the inclusive area the search for classification, homogenization, adaption and social adjustment via school education is still a challenge in movements towards education for all nowadays. The latter has revealed a series of operations linked to bonds settings by children illustrated by the knowledge acquired from experience and the relationship subject-object. The research on the micro level has also permitted to come to a possible diagnostic hypothesis about autism from a psychoanalytic view, besides studying the approach of difference perception by the children and the interventions with the subject studied. Finally, the study points out therapeutical effects in the insertion process of that child in a common school. Appointments registered in this research emphasize the importance of going deeper into the analysis of educational perspectives as well as in the complexities of knowledge and treatment dimensions, as far as contemporary education is concerned.

[pt] O tema desta dissertação é o mal-estar na relação entre adultos e crianças na atualidade. Seu interesse é responder às seguintes questões: 1) o malestar contemporâneo está relacionado com a crescente conjugação do discurso da ciência com o capital, trazendo uma objetalização generalizada do sujeito? 2) como podemos entender a dinâmica destas relações à luz dos esclarecimentos propostos pela psicanálise? 3) estão os analistas preparados para responder a esta convocação de escuta que nos fazem os impasses de nossa sociedade? Tendo como ponto de partida o postulado freudiano sobre a sexualidade infantil e o narcisismo parental na constituição psíquica da criança, Sua majestade o bebê, propomos, com Lacan, uma leitura estrutural a partir de sua teoria do significante, atribuindo à mãe e ao pai lugares e funções na estruturação do sujeito. O amor engendrado pelo discurso da família não é um amor desnaturalizado, mas se inscreve, pelo desejo articulado ao objeto, à falta de objeto. O desejo não anônimo dos pais coloca o infans enredado na fantasia daquele que dele se ocupa. Entre mãe e criança, pai e filho, educador e aluno, há a dimensão do gozo e da linguagem. Investigamos os efeitos da prevalência do discurso pedagógico científico nas relações entre adultos, adolescentes e crianças, a partir da questão da transmissão do saber na atualidade, revelando as questões éticas implicadas no regime de gozo atual fora da lei do pai. A teoria dos discursos e do laço social em Lacan subsidiou nossa investigação, que encontrou, no trabalho em cartel, uma possível prática em pequenos grupos. Responsabilizando-se por seu sintoma e não o negando, o sujeito terá a chance de aliar-se ao bem dizer do sintoma. Uma das grandes contribuições da psicanálise, a nosso ver, é confrontar-se com o saber não todo, o saber inconsciente, deixando cair por terra o almejado saber absoluto. / [en] The theme of this dissertation is on the malaise in the relationship between adults and children of today. Its interest is to answer the following questions: 1) is the contemporary malaise related to the increasing conjunction of the scientific discourse with the capital, bringing about a generalized objectification of the subject? 2) how can we understand the dynamics of these relationships by the light of the elucidation proposed by psychoanalysis? 3) are psychoanalysts prepared to answer this call of listening made by the impasse of our society? Having as the starting point the Freudian postulate about the infantile sexuality and the parental narcissism in the psychic constitution of the child, Her majesty the baby, we propose, with Lacan, a structural reading as from his theory of the signifier, giving the mother and the father places and functions in the organization of the subject. The love produced by the family discourse is not a rendered unnatural love, but it inscribes itself, by the desire articulated to the object, the missing object. The non-anonymous desire of the parents puts the infant entangled in the fantasy of the one who deals with him/her. Between mother and child, father and son, educator and student, there is the dimension of jouissance and of language. We investigated the effects of pedagogical-scientific discourse prevalence in the relationships among adults, adolescents and child, as from the question of knowledge transmission today, revealing the ethical questions implied on the current regime of jouissance outside the father s Law. The discourse and social bond theory in Lacan subsidized our investigation, which found, in the cartel workshop, a feasible practice in small groups. Being responsible for his/her symptom and not denying it, the subject will have the chance to ally himself/herself with the well-saying of the symptom. One of the major contributions of psychoanalysis, for us, is to face ourselves with the not-all knowledge, the unconscious knowledge, letting go the absolute knowledge.

Cette recherche considère à la fois l'intérêt de recourir aux concepts psychanalytiques pour traiter la question du choix d'orientation professionnelle, et l'intérêt pour la psychanalyse de s'emparer de ce sujet inhérent à l'entrée dans le champ social de l'adolescent, à la position subjective dans sa relation aux autres, et à la place accordée au travail. L'appréhension du choix dans sa dimension inconsciente rend compte de la complexité de cette notion, ne pouvant laisser concevoir le choix d'orientation professionnelle comme simple effet d'une causalité psychique d'un désir inconscient prédéterminant. Le choix est alors envisagé à travers ce qu'il suscite et nécessite pour pouvoir être émis. Dans un second temps, l'enjeu du travail est exploré en perspective avec la constitution du lien social à travers l'intégration du désir, mais aussi de son interdit, du poids des supports identificatoires ou encore de la position sexuée. Le travail se révèle indissociable de ses contradictions avec le désir. De ce fait le choix d'orientation professionnelle ne doit pas être seulement conçu comme la recherche d'une voie d'accès à son désir, mais comme une confrontation à l'aliénation à l'Autre. Le recours à la notion lacanienne de sinthome, permet enfin de dépasser les paradoxes laissés par une approche du choix d'orientation professionnelle comme l'expression d'une métaphorisation du désir. L'analyse de situations cliniques a permis de repérer trois phases de construction du choix d'orientation professionnelle. Cette perspective implique une reconsidération des enjeux de l'émission du choix, et amène à proposer une nouvelle orientation de la pratique. / This research studies both the significance of resorting to psychoanalytic concepts to deal with the issue of vocational guidance process and the importance for psychoanalysis to get hold of a subject so inherent to the entrance into the adolescence social field, the subjective position in the relationship to others, as well as the place given to work. First, considering the career choice from its unconscious dimension, leads to taking into account the complexity of this notion, which rules out the idea of choosing a career as the simple psychological effect caused by predetermining unconscious desire. Thus the choice is to be considered through what it generates and requires in order to enable its release. Secondly, the issue of work is put in perspective with the creation of the social link through the integration of desire, but also of its prohibition, of the weight of its identifying supports, as well as the collective ideal, or else the sexed position. The meaning of work appears inseparable from its contradictions with the desire. Thus, choosing a vocational guidance is not to be considered only as a search for an access to the desire, but also as confronting the alienation to the Other. Resorting to the Lacanian notion of 'sinthome' allows a new conceptualization of the symptom, which enables, at last, to go beyond the paradoxes left by the approach to vocational guidance process as the expression of metaphorising desire. The analysis of clinical situations showed three phases structuring the vocational guidance process. This perspective implies reconsidering the issue of making a choice and leads to offering a new vocational guidance.

Ce travail se propose d’interroger le sujet pris sous le joug des discours de la post-modernité, à partir de ce que nous repérons comme la désacralisation de la croyance mythique. Ce remodelage symbolique fait basculer le lien social vers une société de la technique, une techni-cité, gouvernée par de nouvelles puissances économiques GAFAtisantes. Le sujet contemporain s’assujetti ainsi aux injonctions a-surmoïques d’un Père 2.0 qui le pousse toujours davantage dans la dégringolade subjective d’une jouissance absolue et massifère. Cette nouvelle organisation sociale fait alors éclore de nouvelles représentations de la folie. C’est ce qui nous pousse à réinterroger cette notion qui éclaire l’ensemble de notre propos. La clinique contemporaine témoigne de quelques formes de résistances du sujet. Celui-ci, ayant besoin de renouveler son rapport à l’Autre, se tourne vers de nouvelles formes de spiritualités qu’il prélève dans d’autres cultures. Il espère à partir de la mise en pratiques de ces traditions pouvoir extraire un savoir sur sa propre condition. Ce faisant, il technicise ces croyances importées qui aussitôt arrachées à leur socle symbolique virent à l’imaginaire et s’assignent à la logique capitaliste. Les nouvelles pratiques qui en émergent relèvent alors d’une post-traditionnalité qui offre un compromis au sujet cherchant à se renouveler subjectivement.La post-modernité ne connaissant aucune frontière, nous mettrons ces questions en jeu dans d’autres sociétés, notamment en Amazonie, au Sénégal et au Vanuatu. Nous constaterons que la folie demeure intimement liée au désordre social et que la contamination du discours économico-techno-scientifique contemporains produit des effets au-delà de la culture occidentale. / This research proposes to question the subject taken under the yoke of the discourses of the post-modernity, from what we see as the desecration of mythic belief. This symbolic remodeling shifts the social link towards a society of technology, a “techni-cité”, governed by new « GAFA » economic powers. The contemporary subject is thus subject to the a-parametric injunctions of a Father 2.0 which pushes him ever further into the subjective tumble of an absolute and massive enjoyment and « massifere ». This new social organization then gives rise to new representations of madness. This is what drives us to re-examine this notion that sheds light on our whole subject. This new social organization then gives rise to new representations of madness. This is what drives us to re-examine this notion that sheds light on our whole subject.The contemporary clinic shows some forms of resistance of the subject. The latter, needing to renew his relationship with the Other, turns to new forms of spirituality that he takes from other cultures .He hopes from the putting into practice of these traditions to be able to extract knowledge about his own condition. In doing so he technicizes these imported beliefs, which are immediately torn from their symbolic base, turn to the imaginary and take up capitalist logic. The new practices that emerge from it are part of a post-traditionalism that offers a compromise to the subject that seeks to renew itself subjectively.Since post-modernity knows no boundaries, we will put these issues at stake in other societies, particularly in the Amazon, Senegal and Vanuatu. We will find that madness is closely linked to social disorder and that the contamination of contemporary economic-techno-scientific discourses produces effects beyond occidental culture.

Indiana University-Purdue University Indianapolis (IUPUI) / No longer is the family the only unit of care for children and their education; schools are now the primary unit of education and are responsible for at least 6-8 hours of student connectedness. Yet, one in every 100 US students is truant. Among students ages 14-17, the number of truants is one in 10. In one township in Indiana, one in every three students is a chronic truant. Understanding why children disengage from school before reaching the compulsory attendance age of 16 is essential. This study explored the relationship of schools’ social bonding opportunities and principals’ perceptions of students’ social bond on rates of chronic truancy in middle schools. Chronic truancy was defined as 10 or more absences reported to the Indiana Department of Education during the 2006-2007 school year. Methods. A cross-sectional online survey consisting of 81 items was administered using Survey Monkey™. The list of participants was generated from the Indiana Department of Education’s online database of middle and junior high schools in Indiana. Of the 429 principals invited to participate, 144 responded. The final sample consisted of 99 public schools. Secondary data was used to compare school demographic characteristics. Results. Using multiple regression analyses, the results showed that schools’ social bonding opportunities and principals’ perceptions of students’ social bonding in middle school were positively but not significantly related to rates of chronic truancy. The variables in the model of best fit accounted for 16% of the change in rates of chronic truancy. Principals reported doing well at creating opportunities for students to attach and be involved in school but that they needed to improve on building relationships to effectively increase social bonding in their middle schools. Conclusions. Student success is dependent on not only what the student brings to the school environment but what the school environment provides to the student. Creating an environment for students to thrive and succeed relies on the opportunities for social bonding in the middle school. Truancy prevention and school engagement is a shared responsibility.

The purpose of this study has been to investigate how deviant behavior can be affected by animal-assisted interventions and how these can be expanded further to crime preventative purposes in the future. This was investigated through a qualitative method, semi-structured interviews. Six females who all worked within operations that used animal based interventions were interviewed. The statements were interpreted and analyzed through the theory of social bonds and earlier research within the field. The females experienced that animal based interventions had a good influence on the deviant behavior of the participants of these interventions and that there are good opportunities for future development within crime prevention. The subject has a limited amount of research in Sweden in regards to its crime preventative properties and therefore it is common for decision makers to prefer other methods.

Syftet med denna kvalitativa studie har varit att undersöka professionellas förståelse för sitt och organisationens arbete med avhoppare som vill lämna kriminella grupperingar, samt studera hur samverkan fungerar mellan organisationer. För att besvara syftet har semistrukturerade intervjuer genomförts med yrkesverksamma som arbetar med avhoppare. Studiens teoretiska utgångspunkt har varit Travis Hirschis teori om sociala band och samverkansteori. Studiens empiri har tolkats genom tematisk analys. Studien visar på att professionella identifierar ett flertal påverkansfaktorer som är centrala i arbetet med avhoppare. När det gäller processen in i kriminalitet tar yrkesverksamma upp sociala aspekters betydelse, såsom påtryckningar från omgivningen, lojalitet, umgänge och sammanhang. Bristande skolgång och avsaknad av meningsfull fritid, samt individens egna betydelse lyfts också. Gällande processen ut ur kriminalitet betonar yrkesverksamma att akuta händelser, såsom dödsfall eller hot, är centrala aspekter. Många som väljer att lämna kriminaliteten gör det på grund av trauma och att orken att vara kriminell finns inte längre kvar. Nya sammanhang och nya värderingar i livet kan leda till att individer påbörjar avhopparprocessen. Samverkan beskrivs som ytterst nödvändig för att arbetet med målgruppen ska kunna bedrivas. Alla insatser sker genom samverkan och aktörer behöver inta en kompletterande roll gentemot varandra. Yrkesverksamma i arbetet med målgruppen har olika erfarenheter av möjligheter och begränsningar i arbetet. Samverkan och sekretess anses vara både möjliggörande, men även försvårande i arbetet. Att personalen är relationsskapande och personalomsättningen är låg, ger goda förutsättningar för att arbetet med målgruppen ska ge önskade resultat. Psykiatrin lyfts fram som en saknad aktör och ytterligare nationellt stöd efterfrågas för att arbetet i kommunerna ska bli mer samstämmigt. Slutsats kan dras att arbetet med målgruppen behöver fortsätta att vidareutvecklas och inkludera professionella på flera olika nivåer, lokalt, regionalt och nationellt.

Indiana University-Purdue University Indianapolis (IUPUI) / In sociological literature and in health policies on adolescent sexual behavior, researchers, educators, and policymakers continue to express their concern with the high number of adolescents engaging in an early sexual debut because of pregnancy risk, high rates of sexually transmitted infections (STIs), and the human immunodeficiency virus (HIV). In particular, much attention is given to the young age of sexual experiences among Black youth compared to those of other races. However, for Black female adolescents, the experiences and dilemmas they face can be more compelling, because the “Black female experience defies a singular definition” (Rozie-Battle 2002, p. 60). This study will fill a gap in previous literature on sexual decisions among Black teens by moving beyond a discussion of only negative decisions. If attachment and social bond theory are taken into consideration, family instability could weaken attachment and lead to riskier sex by weakening controls on undesirable behavior like condom non-use. These same theories would also pose that weakened attachment between family members and adolescent women can create replacement ties and stronger bonds to a sexual partner, which in turn leads to more sex, but not necessarily riskier sex. Utilizing the Young Women’s Project (YWP) at Indiana University, the present study investigates both of these hypotheses.

Sports have been proposed as a means of reducing participation in delinquency. One criminological theory that would support this hypothesis is Travis Hirschi's social bond theory. The involvement element of that theory proposes that engaging juveniles in non-delinquent activities reduces engagement in delinquency. However, the relationship between sports and delinquency has not been adequately tested. Data from the first wave of the National Youth Survey were examined by ordinary least squares regression to determine if there was evidence supporting school sponsored sports programs as a means of reducing delinquency. No evidence was found to support the research hypothesis. Involvement in sports actually was associated with an increase in some types of delinquency, though the slope of the regression line was very slight. This study was a piece of evidence bringing into question the legitimacy of the involvement element in social bond theory.