Made available in DSpace on 2014-12-17T15:12:15Z (GMT). No. of bitstreams: 1 GilbertoBO_DISSERT.pdf: 1123549 bytes, checksum: bb1ea048d72b5dc112eb9e938ec8e0ee (MD5) Previous issue date: 2011-12-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The work, here present, has as its objective to present in a clear and distinct manner the object of study of Michel Foucault in his last years of teaching at the College de France, namely, the care of the self. We present the care of the self in its birth, in its origin, from the character Socrates and its development until the beginning of the Christian age. With a keen eye, we present Foucault with a work of return and rescue of the care of the self to the personal and academic discussions; we propose, from the self care, to the contemporary subject a problematization of their life so that from this questioning he creates for herself ways of life that are coherence, knowledge and care with which he has of must particular, his himself. Passing by the sources that served as the source of study for Foucault to sketch the birth of care of the self, we design the form with which Foucault has dealt with the documents that speak of the care of self. We present Socrates as one who by excellence ensures that the other will give birth to the forms of knowledge and care of the self or, in other words, we present the care of the self socratic-foucauldian as a constant worry of the other to pay attention to ways in which he conducts her life, it creates for themselves ways of being and, therefore, creates ethics of existence. We present, finally, the care of the self as the cause of continuous immanence of modes of subjectivation of the subject that configure themselves in a non-accepting a determined essence, but a continually updated form . The care of the self leads to a single relationship and educator of modes of subjectivation of the subject; he creates, on the dynamics of temporality, ethical ways of living, which are sustained by an internal coherence of the subject with herself; he admits no stationary nature in the training of the subject, always wants a more beautiful work of himself; he is not isolation, he needs and is made with the other. The care of the self is the principle and the telos of battles and conquests of the subject within his temporality and existence / O trabalho, aqui desenvolvido, tem por objetivo apresentar o objeto de estudo de Michel Foucault em seus ?ltimos anos de ensino no Coll?ge de France, a saber, o cuidado de si. Apresentamos o cuidado de si em seu nascer, em sua origem, a partir do personagem S?crates e seu desenvolvimento at? o in?cio da era crist?. Com um olhar atento, apresentamos com Foucault um trabalho de retorno e resgate do cuidado de si ?s discuss?es pessoais e acad?micas; propomos, a partir do cuidado de si, ao sujeito contempor?neo uma problematiza??o de sua vida para que desta problematiza??o ele crie para si mesmo modos de vida que sejam coer?ncia, conhecimento e cuidado com o que ele tem de mais particular, seu si mesmo. Passando pelas fontes que serviram de fonte de estudo para Foucault esbo?ar o nascimento do cuidado de si, vamos desenhando a forma com a qual Foucault tratou os documentos que falam do cuidado de si. Apresentamos S?crates como aquele que por excel?ncia faz com que os outros d?em ? luz a formas de conhecimento e cuidado pr?prios ou, em outras palavras, apresentamos o cuidado de si socr?tico-foucaultiano como um constante inquietar o outro a prestar aten??o aos modos como ele conduz sua vida, cria para si modos de ser e, consequentemente, cria ?ticas de exist?ncia. Apresentamos, enfim, o cuidado de si como causa de cont?nua iman?ncia de modos de subjetiva??o do sujeito que se configuram em um n?o aceitar uma ess?ncia determinada, mas uma forma continuamente atualizada. O cuidado de si conduz a uma rela??o ?nica e formadora de modos de subjetiva??o do sujeito; ele cria, na din?mica da temporalidade, formas ?ticas de viver que se sustentam por uma coer?ncia interna do sujeito com ele mesmo; ele n?o admite estaticidade na forma??o do sujeito, deseja sempre uma obra de si mais bela; ele n?o ? isolamento, necessita e se faz com o outro. O cuidado de si ? o princ?pio e o telos das batalhas e conquistas do sujeito dentro de sua temporalidade e exist?ncia

A presente dissertação parte de uma experiência de trabalho no campo da Assistência Social, assim como, do processo de pesquisa vivido enquanto experiência, para problematizar as práticas da Psicologia nesse contexto. Inicialmente, busca dar visibilidade aos processos de construção do discurso do Compromisso Social da Psicologia - compreendido aqui como dimensão de saber que se articula ao Sistema Único de Assistência Social enquanto dispositivo de poder e tem, como um de seus efeitos, a produção de subjetividades através das práticas psi. Em seguida, apresenta reflexões sobre o retorno à academia e a produção de conhecimento como possível estratégia de resistência articulada pelo ‘sujeito psicólogo da assistência’ diante dos jogos de governamentalidade contemporâneos que se evidenciam a partir deste campo. Ao final, aponta para o cuidado de si, oportunizado pelo pesquisar, como via de transformação das práticas psi no SUAS e, portanto, para o investimento em uma estética da existência como possível caminho no sentido de uma atuação nesse campo pautada pela ética. Para tanto, foram estudados diferentes tipos de documentos nos quais estas práticas se materializavam, desde publicações com orientações técnicas até dissertações e teses de outros psicólogos trabalhadores da Assistência Social sobre o tema. Estes estudos se deram a partir de uma proposta metodológica que contou com ferramentas genealógicas e cartográficas e tiveram como pano de fundo a reflexão sobre possibilidades de a Psicologia Social articular estratégias para produzir linhas de fuga em um cenário pautado pela racionalidade neoliberal e constituído pelos modos capitalísticos de subjetivação. A escrita da dissertação se articula com a obra da artista Frida Kahlo, tomando seu processo de pintura de si como companhia no trabalho de si empreendido através desta pesquisa-experiência. / This dissertation has stemmed from both a work experience in the field of Social Assistance and the research process as an experience, in an attempt to problematize Psychology practices in that context. Initially, it aims to bring visibility to the processes of construction of the discourse of Psychology Social Commitment, which is here understood as a knowledge dimension articulated with Unified Social Assistance System (SUAS) as a power device and has the production of subjectivities through practices of the self as one of its effects. Next, it presents reflections about the return to the academy and the knowledge production as a possible resistance strategy articulated by the “assistance psychological subject” facing the contemporary governmentality games which have become evident in this field. Finally, it points out both the care of the self favored by research as a means of transformation of the psychological practices at SUAS and, thus, the investment in the aesthetics of existence as a possible way for an action grounded on ethics in this field. In order to do that, different kinds of documents in which those practices were materialized, from technical guidance publications to dissertations and theses by psychologists working in Social Assistance, were examined. The methodological proposal of such studies involved genealogical and cartographic tools having the background of a reflection about possibilities of Social Psychology articulating strategies to produce lines of flight in a scenario ruled by the neoliberal reasoning and constituted by capitalistic ways of subjectivation. The dissertation writing is articulated with Frida Kahlo’s work, regarding her process of painting herself as a companion in the work to be undertaken in the experience-research.

A presente Tese de Doutorado investiga as relações entre a filosofia, a partir dos conceitos de cuidado de si e de diálogo e os processos de educação a distância. Incide sobre as relações estabelecidas entre tutor e aluno, na perspectiva pragmática de um renovado agente pedagógico no ambiente virtual: o diálogo orientado pelo cuidado de si. Normativamente a pesquisa percorreu a tradição filosófica, dos diálogos platônicos até a hermenêutica do sujeito, passando pelas contribuições da fenomenologia hermenêutica e pelos estudos de equipes de pesquisadores do Instituto de Tecnologia de Massachusetts. A partir daí reflete metodologicamente sobre a possibilidade do estabelecimento de um diálogo orientado pelo cuidado de si, na relação entre tutor e aluno, em ambientes virtuais de aprendizagem. Busca assim, compreender esse fenômeno, cujo epicentro encontra-se no digital, no circuito das interações entre tutor e aluno, revisitando as características da relação entre o mestre Sócrates e o discípulo Alcibíades, a partir de uma pragmática hermenêutica do sujeito. Examina pois a posição do mestre, ocupado com o cuidado de si, quando trabalhando com seu discípulo. Objetiva então a análise da relação dialógica entre tutor e aluno em um ambiente virtual de aprendizagem, pautada por elementos ontológico-estruturais: a identificação das interações verbais entre tutor e aluno; a análise dos tipos de interações ocorridas e dos tipos de interações dialógicas ocorridas; e a delimitação dos momentos nos quais o processo de troca foi ou não conduzido pelo cuidado de si. O estudo se organiza igualmente pelo estudo de caso no Curso de Graduação em Pedagogia- Licenciatura na modalidade a distância (PEAD/UFRGS) e, além de se pautar pela hermenêutica filosófica, recorreu à construção do referencial teórico para a análise dos dados, ao software de Classificação Hierárquica Implicativa e Coesiva (CHIC). A pesquisa concluiu que a tarefa do mestre nos processos da educação a distância exige que, antes de chegar a tal posição, ele próprio tenha percorrido o seu caminho quanto ao cuidado de si, enquanto formação plena do sujeito humano. Assim, pensa e postula o diálogo como um dos modos possíveis para a aprendizagem dado que nele encontramos a vivacidade possível na oralidade e, portanto, a manifestação do logos partilhado pelos sujeitos enlaçados no diálogo. Finaliza com a ideia de que o reconhecimento dos sujeitos na ágora digital pode contribuir para a educação visto que ao percorrer seus caminhos colaborativos e participativos, alargam-se seus horizontes de compreensão. Mostra então que o exercício de compartilhar, a disposição para o empreendimento de novas e renovadas buscas, contribuem para a formação acadêmica e para o reconhecimento de que a formação do sujeito pressupõe uma dimensão coletiva, colaborativa, participativa e, dialógica. / This Doctoral thesis seeks to address relationships between philosophy, beginning with the concepts of the care of the self and dialogue as well as distance learning processes. These affect relationships established between tutor and student in the pragmatic perspective of a reformed agent of the virtual environment: dialogues guided by the care of the self. In terms of norms, this research deals with philosophical tradition, platonic dialogues, and reaches the hermeneutics of the subject, embodying the contributions of hermeneutic phenomenology and studies by research teams at MIT - Massachusetts Institute of Technology. Furthermore, it reflects methodologically on the possibility of a dialogue established and guided by the care of the self, in the relationship tutor and student in virtual learning environments. Thus, the aim of this work is to provide understanding of this phenomenon which core is within the concept of digital, in the scenario established between tutor and student interactions, revisiting the characteristics of the relationship in place between master Socrates and disciple Alcibiades, based on a pragmatic hermeneutic of the subject. The role a master is hereby analyzed, bearing in mind the care of the self when working with a disciple. Therefore, the focus is to provide a dialogic analysis of the relationship between tutor and student conducted as per ontological-structural elements: the identification of verbal interactions between tutor and student; the analysis of the existing types of interaction; and the isolation of moments when the exchange process was not based on the care of the self. This study is also organized based on the case study of the Undergraduate Course in Pedagogy– distance learning Teaching Diploma (PEAD/UFRGS) and, besides being based on philosophical hermeneutic, has structured a theoretical referential for data analysis with the help of CHIC – Cohesive Hierarchical Implicative Classification. This research has reached the conclusion that the role of a master in distance learning requires that, prior to achieving such position, him/herself must be familiarized with such pathway concerning the care of the self. All in all, it shall reflect on and postulate the dialogue as one of the possible ways towards learning considering that within it we find the necessary vivacity in the oral expression and, as a result of that, the manifestation of Logos shared by the individual parties that compose a dialogue. This is closed with the idea that the recognition of the subjects in the digital agora may contribute towards education while paving such collaborative and participative pathways, allowing for the widening of the horizons of understanding. This intends to show that the exercise of sharing, the disposition for new and renewed quests which plays a role in the academic education and in recognizing that the formation of the individual embodies the establishment of a collective, collaborative and dialogic dialogue.

A presente Tese de Doutorado investiga as relações entre a filosofia, a partir dos conceitos de cuidado de si e de diálogo e os processos de educação a distância. Incide sobre as relações estabelecidas entre tutor e aluno, na perspectiva pragmática de um renovado agente pedagógico no ambiente virtual: o diálogo orientado pelo cuidado de si. Normativamente a pesquisa percorreu a tradição filosófica, dos diálogos platônicos até a hermenêutica do sujeito, passando pelas contribuições da fenomenologia hermenêutica e pelos estudos de equipes de pesquisadores do Instituto de Tecnologia de Massachusetts. A partir daí reflete metodologicamente sobre a possibilidade do estabelecimento de um diálogo orientado pelo cuidado de si, na relação entre tutor e aluno, em ambientes virtuais de aprendizagem. Busca assim, compreender esse fenômeno, cujo epicentro encontra-se no digital, no circuito das interações entre tutor e aluno, revisitando as características da relação entre o mestre Sócrates e o discípulo Alcibíades, a partir de uma pragmática hermenêutica do sujeito. Examina pois a posição do mestre, ocupado com o cuidado de si, quando trabalhando com seu discípulo. Objetiva então a análise da relação dialógica entre tutor e aluno em um ambiente virtual de aprendizagem, pautada por elementos ontológico-estruturais: a identificação das interações verbais entre tutor e aluno; a análise dos tipos de interações ocorridas e dos tipos de interações dialógicas ocorridas; e a delimitação dos momentos nos quais o processo de troca foi ou não conduzido pelo cuidado de si. O estudo se organiza igualmente pelo estudo de caso no Curso de Graduação em Pedagogia- Licenciatura na modalidade a distância (PEAD/UFRGS) e, além de se pautar pela hermenêutica filosófica, recorreu à construção do referencial teórico para a análise dos dados, ao software de Classificação Hierárquica Implicativa e Coesiva (CHIC). A pesquisa concluiu que a tarefa do mestre nos processos da educação a distância exige que, antes de chegar a tal posição, ele próprio tenha percorrido o seu caminho quanto ao cuidado de si, enquanto formação plena do sujeito humano. Assim, pensa e postula o diálogo como um dos modos possíveis para a aprendizagem dado que nele encontramos a vivacidade possível na oralidade e, portanto, a manifestação do logos partilhado pelos sujeitos enlaçados no diálogo. Finaliza com a ideia de que o reconhecimento dos sujeitos na ágora digital pode contribuir para a educação visto que ao percorrer seus caminhos colaborativos e participativos, alargam-se seus horizontes de compreensão. Mostra então que o exercício de compartilhar, a disposição para o empreendimento de novas e renovadas buscas, contribuem para a formação acadêmica e para o reconhecimento de que a formação do sujeito pressupõe uma dimensão coletiva, colaborativa, participativa e, dialógica. / This Doctoral thesis seeks to address relationships between philosophy, beginning with the concepts of the care of the self and dialogue as well as distance learning processes. These affect relationships established between tutor and student in the pragmatic perspective of a reformed agent of the virtual environment: dialogues guided by the care of the self. In terms of norms, this research deals with philosophical tradition, platonic dialogues, and reaches the hermeneutics of the subject, embodying the contributions of hermeneutic phenomenology and studies by research teams at MIT - Massachusetts Institute of Technology. Furthermore, it reflects methodologically on the possibility of a dialogue established and guided by the care of the self, in the relationship tutor and student in virtual learning environments. Thus, the aim of this work is to provide understanding of this phenomenon which core is within the concept of digital, in the scenario established between tutor and student interactions, revisiting the characteristics of the relationship in place between master Socrates and disciple Alcibiades, based on a pragmatic hermeneutic of the subject. The role a master is hereby analyzed, bearing in mind the care of the self when working with a disciple. Therefore, the focus is to provide a dialogic analysis of the relationship between tutor and student conducted as per ontological-structural elements: the identification of verbal interactions between tutor and student; the analysis of the existing types of interaction; and the isolation of moments when the exchange process was not based on the care of the self. This study is also organized based on the case study of the Undergraduate Course in Pedagogy– distance learning Teaching Diploma (PEAD/UFRGS) and, besides being based on philosophical hermeneutic, has structured a theoretical referential for data analysis with the help of CHIC – Cohesive Hierarchical Implicative Classification. This research has reached the conclusion that the role of a master in distance learning requires that, prior to achieving such position, him/herself must be familiarized with such pathway concerning the care of the self. All in all, it shall reflect on and postulate the dialogue as one of the possible ways towards learning considering that within it we find the necessary vivacity in the oral expression and, as a result of that, the manifestation of Logos shared by the individual parties that compose a dialogue. This is closed with the idea that the recognition of the subjects in the digital agora may contribute towards education while paving such collaborative and participative pathways, allowing for the widening of the horizons of understanding. This intends to show that the exercise of sharing, the disposition for new and renewed quests which plays a role in the academic education and in recognizing that the formation of the individual embodies the establishment of a collective, collaborative and dialogic dialogue.

A presente dissertação parte de uma experiência de trabalho no campo da Assistência Social, assim como, do processo de pesquisa vivido enquanto experiência, para problematizar as práticas da Psicologia nesse contexto. Inicialmente, busca dar visibilidade aos processos de construção do discurso do Compromisso Social da Psicologia - compreendido aqui como dimensão de saber que se articula ao Sistema Único de Assistência Social enquanto dispositivo de poder e tem, como um de seus efeitos, a produção de subjetividades através das práticas psi. Em seguida, apresenta reflexões sobre o retorno à academia e a produção de conhecimento como possível estratégia de resistência articulada pelo ‘sujeito psicólogo da assistência’ diante dos jogos de governamentalidade contemporâneos que se evidenciam a partir deste campo. Ao final, aponta para o cuidado de si, oportunizado pelo pesquisar, como via de transformação das práticas psi no SUAS e, portanto, para o investimento em uma estética da existência como possível caminho no sentido de uma atuação nesse campo pautada pela ética. Para tanto, foram estudados diferentes tipos de documentos nos quais estas práticas se materializavam, desde publicações com orientações técnicas até dissertações e teses de outros psicólogos trabalhadores da Assistência Social sobre o tema. Estes estudos se deram a partir de uma proposta metodológica que contou com ferramentas genealógicas e cartográficas e tiveram como pano de fundo a reflexão sobre possibilidades de a Psicologia Social articular estratégias para produzir linhas de fuga em um cenário pautado pela racionalidade neoliberal e constituído pelos modos capitalísticos de subjetivação. A escrita da dissertação se articula com a obra da artista Frida Kahlo, tomando seu processo de pintura de si como companhia no trabalho de si empreendido através desta pesquisa-experiência. / This dissertation has stemmed from both a work experience in the field of Social Assistance and the research process as an experience, in an attempt to problematize Psychology practices in that context. Initially, it aims to bring visibility to the processes of construction of the discourse of Psychology Social Commitment, which is here understood as a knowledge dimension articulated with Unified Social Assistance System (SUAS) as a power device and has the production of subjectivities through practices of the self as one of its effects. Next, it presents reflections about the return to the academy and the knowledge production as a possible resistance strategy articulated by the “assistance psychological subject” facing the contemporary governmentality games which have become evident in this field. Finally, it points out both the care of the self favored by research as a means of transformation of the psychological practices at SUAS and, thus, the investment in the aesthetics of existence as a possible way for an action grounded on ethics in this field. In order to do that, different kinds of documents in which those practices were materialized, from technical guidance publications to dissertations and theses by psychologists working in Social Assistance, were examined. The methodological proposal of such studies involved genealogical and cartographic tools having the background of a reflection about possibilities of Social Psychology articulating strategies to produce lines of flight in a scenario ruled by the neoliberal reasoning and constituted by capitalistic ways of subjectivation. The dissertation writing is articulated with Frida Kahlo’s work, regarding her process of painting herself as a companion in the work to be undertaken in the experience-research.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis is based in an ethnografic research developed throughout twelve months with people who participate in two distinct genres of gyms in Santa Maria (RS): Outdoors Gym and Fitness Gym. This work has as its objective to analyze the activities done by people who exercise in both modalities as technologies of the self, from the concept discussed by Michel Foucault. Based on observations in the field, evident differences were found in the way the physical activities are done. Among the practitioners in the Outdoors Gym, the exercises are performed to treat an existing illness or to prevent a future illness, in this genre, physical activities are performed while talking and pleasantry exchanging, without the help of physical education professionals, which highlights sociability as a significant aspect of the use of this gym to these people. On the other hand, in Fitness Gyms, the physical activities are performed aiming to obtain a greater physical conditioning and body muscle, reflecting aesthetics concern. Physical exercise is done through professional body expertise knowledge, in which people do a series of training with the aim to maximize results in the gym. Therefore, research has identified the use of two models of gym, encouraged by different agents, as a way to influence personal behavior. / Esta dissertação fundamenta-se numa pesquisa etnográfica desenvolvida durante dozes meses com pessoas que fazem uso de duas modalidades distintas de academias em Santa Maria (RS): Academia ao Ar Livre e Academia de Ginástica e Musculação. O trabalho tem como objetivo analisar, as atividades exercidas por pessoas que realizam atividades físicas nas duas modalidades de academia como técnicas de si, partindo do conceito discutido por Michel Foucault. Com base nas observações em campo foram constatadas diferenças evidentes nos modos como as atividades físicas são realizadas. Entre as praticantes da Academia ao Ar Livre os exercícios físicos são efetuados para tratar de uma doença existente ou para prevenir uma futura enfermidade, nesta modalidade às atividades físicas são realizadas em meio a conversas e brincadeiras, sem o auxílio de profissionais da educação física, o que ressalta a sociabilidade como um aspecto significativo para o uso da academia para estas pessoas. Por outro lado, na Academia de Ginástica e Musculação as atividades físicas são realizadas visando obter maior condicionamento físico e musculatura corporal, refletindo preocupação com a estética. Os exercícios físicos são realizados através dos conhecimentos de profissionais da expertise do corpo, no qual as pessoas realizam séries de treinos com a finalidade de maximizar os resultados esperados com o uso da academia. Portanto, a pesquisa identificou que a utilização dos dois modelos de academias é incentivada por diferentes agentes, de modo a influenciar nas condutas das pessoas.

The diploma thesis deals with families who face sudden separation of a loved one due to imprisonment. From previous experience the work differs in focusing primarily focused on the family, not prisoners. Theoretical part is devoted to conceptual and legislative definition, the negative effects of imprisonment and the specific needs of the prisoners families as an object of help. Thesis marginally touches on recidivism in the chapter about the family as an entity assist in the reintegration of prisoners and also highlights the potential risks that may family for imprisoned in the process mean. It results from foreign experience, which is traditionally ahead. The empirical part of the qualitative research carried out within of self-help groups of prisoners families provides insight into the specific experiences of families. Its purpose is both to draw attention to this marginalized social group and its needs, as well as outline effective assistance, which would deal with this life situation the best. POTOCKÁ, Veronika. Prisoner's family as an object of social work. Prague, 2014. 121 pages. The diploma thesis. Charles University in Prague, Department of social work. Supervisor: Andrea Matoušková

根據國內的人權教育相關研究，當前臺灣學校人權教育的發展未臻成熟，尚有待改善之處。時有所聞的校園反人權現象亦突顯「紀律/規訓」的魔咒仍是當前首需「問題化」的關鍵。 本研究藉由國內學術文獻的研究成果，檢視臺灣學校人權教育的可能問題癥結，包含：(1)主體性概念的缺席；(2)多元價值的匱乏。 並以傅柯在其著作《監視與懲罰》中對「規訓」之析論：(1)被規訓者的身體柔順性；(2)規訓者的管教手段；(3)全景敞視的規訓環境等三方面，以及(4)傅柯對主體的關注，闡釋傅柯規訓觀對臺灣學校人權教育未來的啟示，包括：(1)教育場域中主體的關注及(2)校園生活中多元價值的實踐。 / According to the related research for human rights education in Taiwan, the current development of human rights education has not been mature yet; it could be improved in most schools. The phenomenon of anti-human rights at campus which occasionally published in the news also emerged that we should urgently problematize “Discipline/power” and disciplinary institutions in the modern society. Michel Foucault vividly described the disciplinary power which permeated through our society by presenting four manifestations: (1) Docility of bodies, (2) Facilities for disciplining, (3) Panoptic environment, and (4) Care for the self in late Foucault. By analyzing Foucault's theory of discipline, this research surveyed the possible problems of human rights education in school in Taiwan─(1)the lack of discussion on subjectivity/self ,(2)the disregard of multi-values. Furthermore, this research elaborate on its implication for human rights education in school, including: (1) Care for the school subject/self, (2) Putting multi-values into practice in campus.

Au départ et de façon générale, on se propose ici une édification du concept d’autocensure. Mais le concept d’autocensure ne s’appréhende pas, à notre sens, sans l’élaboration simultanée d’un autre concept qu’est le sujet et particulièrement le sujet politique. En partant de la notion de refoulement et de sublimation chez Freud puis, en reconstituant les relations entre corps et monde nécessaires à la transformation de ce corps en sujet, nous proposons de comprendre la relation étroite entre une subjectivation historico-politique (souci de soi et ascèse chez Michel Foucault) et une autocensure c’est-à-dire une autoconstitution du sujet dans l’histoire par une interprétation symbolique incessante de l’homme et par un ensemble de technologies ( savoirs, vérités, pouvoirs). Celles-ci sont le support des réponses que le sujet, engagé dans l’histoire, se renvoie lui-même pour se déterminer à devenir un sujet politique. / In the beginning and in general, I here propose a construction of the concept of autocensorship. In the sense in which I employ the term, however, the concept of auto-censorship cannot be grasped without the simultaneous elaboration of another concept, namely, the subject and the political subject in particular. Beginning with the notions of repression and sublimation in Freud before reconstituting the relations between body and world necessary for the transformation of the body into a subject, I propose an understanding of the strict relation between a historico-political subjectification (care of the self and asceticism in Michel Foucault) and an auto-censorship, that is to say, an auto-constitution of the subject in history by an endless symbolic interpretation of the human and a complex of technologies (knowledge or expertise, truths, powers). These technologies constitute the underpinning of responses that the subject, engaged in history, returns to itself in order to become a political subject.

La rencontre des patients addictés suscite fréquemment l’inquiétude. Celle-ci rend difficile l’exercice du soin, même spécialisé, et attaque ses conditions éthiques. Cette thèse se propose d’explorer l’expérience des professionnels de l’addictologie, dans la diversité de leurs approches et de leurs pratiques. Elle s’inscrit dans une épistémologie de la complexité et adopte une méthodologie complémentariste. Des discours socio-anthropologiques, philosophiques et psychanalytiques peuvent ainsi être mis en contact au profit d’une appréhension plurivoque de la problématique éthique et clinique de la relation de soin en addictologie. Dans un premier temps, nous avons exploré de manière qualitative l’expérience des soignants. L’étude « Éthique et Narrativité dans les Addictions » (EthNaA) nous a apporté de nombreuses données sur les sources et les effets de l’inquiétude dans le soin, ainsi que sur des voies de dégagement. Une lecture psychodynamique de ces résultats nous a permis d’extraire une première théorie de la relation de soin : dans la rencontre, soignant et patient se replient sur des positions narcissiques qui déterminent leurs représentations de l’autre et d’eux-mêmes, ainsi que leur modalités de lien ; alternativement monstres et héros, les acteurs s’agrippent et se rejettent dans un climat de défiance qui infiltre tous les espaces ; dans la douleur de cette expérience et dans la conscience des conséquences éthiques pour le patient, les professionnels cherchent des moyens de restaurer une confiance dans un soin de soi et une recherche de soutien à l’ « extérieur », sans toutefois pouvoir s’y engager. Dans un second temps, en tant qu’acteur de ce soin, il était nécessaire que nous présentions notre propre expérience, ainsi que des histoires cliniques, pour pouvoir prétendre soutenir un discours éthique. Cette expérience est très proche de celle des soignants d’EthNaA mais son exposé a permis de souligner l’ancrage intrapsychique des mouvements affectifs décrits précédemment. Cela nous a mis sur la voie d’une seconde théorie capable de soutenir des propositions de nature à restaurer le soin dans ses qualités éthiques et cliniques. La « relation inquiète » met en présence un patient souffrant dans une attente silencieuse, et un soignant désireux de s’investir mais vulnérable, en premier lieu du fait d’un affaiblissement de la fonction tierce en lui comme dans son cadre institutionnel. La relation de soin s’enferme alors dans une circularité qui évoque le cercle des attitudes de Jean-Paul Sartre, entre masochisme, haine, sadisme et amour. Cet amour, présent dans le discours des soignants, reste replié sur soi et défiant. Nous avons alors repris les idées des professionnels d’EthNaA et les avons complétées en proposant un souci de soi, resubjectivant et allié à un réinvestissement de la fonction tierce intériorisée. Cette nouvelle prise de position soignante, dans une affirmation du primat du tiers, doit permettre une reconnaissance de l’autre-patient comme sujet propre. Ce « jeu » entre les protagonistes doit s’inscrire dans une éthique simultanément exigeante et tolérante. La piste « amoureuse » ouverte par les soignants d’EthNaA peut alors rejoindre l’éthique de Vladimir Jankélévitch. La relation de soin entre deux sujets restaurés peut alors se relancer – portée par une nouvelle dialectique entre soin de soi et amour de l’autre, entre inquiétude saisissante et élancement, entre défiance et confiance – sur une trajectoire sinueuse et parfois chaotique, mais qui donne finalement au soin le dernier mot. / The encounter with addicted patients frequently arouses a feeling of disquiet. It renders the practice of care difficult, even in expert settings, and degrades its ethical conditions. The present work explores the experience of professionals from the field of addictions treatment taking account of the diversity of their approaches and practices. It is in line with an epistemology of the complexity and adopts a complémentariste methodology. In this way, sociological, philosophical and psychoanalytical theoretical corpus can be put in discussion in order to comprehend the complexity of the ethical and clinical questions emerging from the care relationship.In a first phase, we conducted a qualitative inquiry of the caregiver’s experience. The study “Éthique et Narrativité dans les Addictions” (EthNaA) provided us with numerous data on sources and effects of disquiet in the care setting, as well as on ways out. A psychodynamical reading of these results led us to a first theory of the care relationship: in the encounter, the caregiver and the patient both withdraw on narcissistic positions which determine how they depict one another and themselves, as well as their ways of establishing mutual bounds; alternatively monsters and heroes, the protagonists grab onto each other and reject each other in a climate of distrust which infiltrates all the areas of the relationship; through the pain of this experience and the consciousness of the ethical consequences for the patient, the caregivers seek resources allowing them to restore a trust by taking care of themselves and looking for support from the “outside”, but they still seem unable to commit themselves in this move.In a second phase, as a professional enrolled in the care of addicted patients, it was necessary that we exhibit our own experience and clinical stories in order to support an ethical stand. Our experience is very similar to the caregiver’s in the study but its report allowed us to underline the intrapsychic integration of the emotional dynamics previously described. It opened the way of a second theory able to support innovative propositions likely to restore the care in its ethical and clinical qualities.The “disquiet relationship” brings a suffering patient in a silent expectation face to face with a caregiver, willing to get involved but vulnerable, in the first place because of the weakening of the function of the third position in the caregiver’s thought as well as in the institutional frame. The care relationship then locks itself in a circularity witch evokes the circle of attitudes described by Jean-Paul Sartre among masochism, hatred, sadism and love. This love, present in the caregiver’s discourses, remains withdrawn into itself and distrustful. We then started again from the caregiver’s ideas, completing them by introducing a care of the self able to restore the subjectivity of the agent through its combination with the reinvestment of the function of the third position in the caregiver’s thought. This new caring stand, through the assertion of the primacy of the third position, shall allow the acknowledgement of the patient as a subject. This “play” between protagonists shall place itself in an ethic simultaneously demanding and tolerant. The “amorous” track opened by the caregivers of the study can then rejoin the ethic of Vladimir Jankélévitch. The care relationship between two restored subjects can then make a fresh start – supported by a new dialectic between care of the self and love of the other, between piercing disquiet and anxious yearning, between distrust and trust – on a sinuous and sometimes chaotic trajectory, but which finally gives to the care the last word.