A pintura de si anunciada nesta dissertação não versa sobre nenhum tipo padrão de estilo, tampouco sobre normas do bem vestir. Busca, antes, modos de escapar do já instituído para pensar esta ação que nos acompanha diariamente, como uma artesania da existência que implica múltiplos modos de viver. Por isso, toma o dandismo como disparo para pensar um modo de vida que conjugue existência com aparência numa proposta ético-estética destinada a fortificar a alma. Como alguém evita as coisas mecânicas, ao produzir seu estilo pedagógico, faz com que surja o dândi educador, trazendo consigo suas histórias para (re)criar novos estímulos. O modo de vestir como projeto educacional nos coloca a pensar sobre as forças que motivam tais pinturas: a roupa, a ação de vestir e se conduzir em meio à vida. Vida como obra de arte, sendo o si da roupa tratado com Michel Foucault e o conceito de subjetivação. Viver implica correr riscos através de uma experimentação diária que nos torna potentes e únicos, formadores de novos valores. Por isso, é também uma pedagogia em prol de novas possibilidades de vida. Essa pintura, possível de ser pensada através dos pensamentos de Gilles Deleuze e Georges Didi-Huberman, permite fabricar o conceito roupa de sensação, uma possibilidade inventiva, uma enchente de ideias, um vazio, uma fruição que percorre o corpo todo. A produção de figurinos cria forças que motivam tais pinturas. Por isso, é também um trabalho de composição entre superfícies fora de subterfúgios. Operações da moda que implicam uma toilette do pensamento feita de políticas de resistências, que se relacionam e se afetam entre si. O corpus do corpo da professora pesquisadora em moda e figurino vê no vestir uma ação para pensar o seu próprio fazer, sua didática feita de divagações, delírios, interlúdios e (inter)calações. Formas nunca plenas, que seguem inacabadas, abertas aos delírios. O que é permanente é a escrita do que se faz, procedimentos repetidos que, porém, nunca se repetem. Um pensamento descontínuo, pela escolha dos autores, pela escolha da temática, pela vida de quem escreve, pela vida que se inscreve. Tal como se aprende a caminhar, tal como dormir e acordar todos os dias, se vestir todos os dias, as ações, embora se repitam, nunca reproduzem os movimentos idênticos, pois existe aí uma vontade de mundo que muda, ao sabor dos humores, ao sabor do destino. / The painting itself announced this dissertation is not about no master formula of style, either on well-dressed standards. Search before, ways to escape the already set up to think this action, which accompanies us every day, as a craftsmanship of existence which involves multiple ways of life. So take the dandy as trigger to think about a way of life that combines existence and ethical and aesthetic appearance a proposal to fortify the soul. As someone avoids the mechanical things, to produce his pedagogical style, makes emerge the educator Dandy, bringing their stories to (re)create new push. The mode of dress as an educational project puts us to think about the forces that motivate such paintings: the clothes, the action of dress and conduct themselves in the midst of life. Life as a work of art, and the other the treated clothes with Michel Foucault and the concept of subjectivation. Living means taking risks through daily experimentation that makes us powerful and unique, forming new values, so it is also a pedagogy towards new possibilities of life. This painting, possible to be thought through the thoughts of Gilles Deleuze and Georges Didi-Huberman, allows manufacturing the clothing concept of sensation, an inventive possibility, a flood of ideas, an emptiness, an enjoyment that runs through the whole body. The production of costumes design creates forces that motivate such paintings. So it is also a work of composition between surfaces without of subterfuge. Fashion operations which imply a toilet thought, made of resistances that relate and affect each other. The teacher's body corpus researcher in fashion and costume seen in the dressing action to think your own doing, his teaching made of ramblings, delusions, interludes and interleaves. Never full recipe, which follow unfinished, open to delusions. What is permanent is the writing that is done, repeat procedures, which, however, never repeated. A discontinuous thinking, the choice of authors, the choice of the theme for the life of the writer, the life which follows. As one learns to walk, as sleep and wake up every morning, get dressed every day, the shares although it repeat never reproduce the same movements, as there a world that changes will, at the mercy of the moods, the flavor of the destination.

A presente tese buscou cartografar o plano de composição do projeto TOCCA-Terapia Ocupacional, Corpo, Cultura e as Artes, analisando como o mesmo é atravessado pelas forças das políticas sociais contemporâneas e suas relações com a produção de subjetividades cercadas pelos signos da vulnerabilidade. Desse modo, procurou visibilizar os discursos e imagens que se engendram pelo exercício singular de uma terapia ocupacional, apontando, criticamente, ações de intervenção que pudessem ainda estar ao lado do controle biopolítico, da adequação dos corpos e das condutas, enfim, dos microfacismos da inclusão, a fim de fortalecer práticas clínicas voltadas à afirmação de modos outros de viver, que deslocam o mundo das formas instituídas hegemonicamente e agenciam “mais vida”, biopoder. Este trabalho, assim, trata de um recorte nos processos de produção do TOCCA, procurando testemunhar seus encontros e, com isso, inaugurar outras narrativas possíveis. Constitui-se de uma cartografia que busca desenhar as diferentes experimentações que se fizeram e se fazem no desenho desta paisagem, sempre em movimento. E, ainda, fazer ver e dizer os agenciamentos do desejo e suas efetuações em ações, discussões e incursões do pensamento. Desse modo, seus trajetos dizem de um modo de proceder em terapia ocupacional junto a pessoas em situação de vulnerabilidade e isolamento social e de suas problemáticas imanentes, mas também, dos limites de uma prática clínica e política vinculada a ações de ensino e às dinâmicas de ensino-aprendizagem, no que tange à profissionalização de terapeutas ocupacionais em práticas territoriais. Aponta, ainda, as dificuldades de sustentação de ações dentro de um projeto de extensão universitário com escassos recursos materiais e humanos, em um curso de graduação, ainda em estado de implantação. / The present thesis aimed to map the plan of composition of the Project TOCCA – Occupational Therapy, Body, Culture and Arts, analyzing how this project is transpassed by the forces of contemporary social politics and their relations with the production of the subjectivities surrounded by the signs of vulnerability. In this sense, we tried to highlight the discourses and images that engender themselves by the singular exercise of an occupational therapy, pointing out, in a critical way, actions of intervention that could be still by the side of the biopolitical control, by the adequation of bodies and behaviours. Finally, by microfacisms of the inclusion, with the purpose of strenghing clinical practices focused on the affirmation of different ways of living, which deslocate the world of forms established hegemonically and conduct “more life”, biopower. This work, thus, is about a cut in the processes of production of TOCCA, trying to testify its meetings and, with that, starting other possible narratives. It is a mapping that aims to draw the different experimentations that were present and are still present in the draw of this landscape, always in moviment. And, yet, making possible to see and say the conductions of desire and its effects in actions, discussions and incursions of thought. Thereby, its paths indicate a way of proceeding in occupational therapy together to people in situations of vulnerability and social isolation and of their immanent issues, but also, the limits of a clinical practice and politics related to teaching actions and the dynamics of teaching-learning, referring to the professionalisation of occupational therapists in territorial practices. It shows, moreover, the difficulties of supporting the actions inside a project of extension in the university with rare material and human resources, in an undergratuate course, in a state of implantation still.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-04-19T17:26:52Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) RODRIGUES_Laís TESE.pdf: 1965791 bytes, checksum: af0a124f4cb484fe8fa3852a9df20023 (MD5) / Made available in DSpace on 2017-04-19T17:26:52Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) RODRIGUES_Laís TESE.pdf: 1965791 bytes, checksum: af0a124f4cb484fe8fa3852a9df20023 (MD5) Previous issue date: 2015-09-04 / CNPQ / Este trabalho versa sobre as experiências de parto de mulheres que participaram de um grupo de discussão pela humanização do parto e do nascimento em Recife/PE, tendo como objetivo compreender como o parto é vivenciado e significado por estas mulheres para que seja classificado como evento transformador. Nele argumento que as mulheres que escolhem um parto humanizado experienciam-no como estratégia de poder e alternativa para subverter as hierarquias presentes nas relações de gênero e outras, de modo a reafirmar suas autonomias, buscar o autoconhecimento e exercitar o cuidado de si. O parto seria vivido como possibilidade de subjetivação e prática de liberdade. Como estratégias de investigação, utilizei o método etnográfico, com ênfase para as técnicas de observação participante em um grupo presencial e na sua versão virtual e a realização de entrevistas com algumas mulheres que frequentaram o grupo durante o período da minha inserção no campo. Privilegiei a análise do discurso como forma de leitura das informações construídas. Minhas interlocutoras parecem operar, em relação ao parto, a partir de continuidades, de elementos que dialogam e têm liminaridades movediças. A participação no grupo, além do papel informativo, é um importante apoio afetivo-emocional, que acolhe e fortalece a decisão das mulheres. Assim, a humanização do parto pode direcioná-las para que assumam o domínio sobre o próprio corpo e o processo de gestar e parir, quando é exercitada a elaboração de um conhecimento de si e de seus corpos. A escolha pelo parto humanizado salta como estratégia de poder, como alternativa para o exercício da autonomia, para escapar de formas de dominação que são praticamente imperceptíveis, mas que constrangem, culpabilizam, classificam e criam hierarquias. Daí algumas mulheres comentarem que parir é libertário. No entanto, independente de como o parto realmente ocorreu, o que parece importar é o questionamento, a posição ativa, o não dobrar-se ao que está posto. Ou seja, o que parece ser transformador é justamente a reflexão, a busca, o exercício de si sobre si mesmo, o cuidado de si. Entre elas, natureza parece ser compreendida como muito além do que o pensamento ocidental está habituado. O uso do termo comporta uma sensação de conexão com o cosmos, com algo maior, em um processo que é, a um só tempo, de transcendência e imanência, na medida em que essa sensação brota do corpo e a ele retorna. Assim, racional e irracional, espiritual e material, controle e descontrole, dor e satisfação, risco e segurança, e outros, assumem composições fluidas e harmônicas que expressam uma continuidade, na qual a experiência de parto se dá e convoca as mulheres à percepção de si como parte da natureza, como iguais a qualquer espécie e como portadoras do divino em si. Isto engendra a produção de subjetividades e a crença em uma mudança social expressa pelo reposicionamento da mulher na sociedade, pelo questionamento do poder de categorias técnicas-profissionais e pela possibilidade de construção de outros saberes e verdades sobre si, sobre o parto, sobre a mulher, sobre a maternidade e além. / This work reflects on birth experiences of women participating in a group discussion for the humanization of child labor and birth in Recife / PE, aiming to understand how childbirth is experienced and its meaning for these women to be classified as a transforming event. In it I argue that women who choose a humanized childbirth experience it as a strategy of power and alternative to subvert hierarchies present in gender relations and other, in order to reaffirm their autonomy, to seek selfknowledge and exercise care of oneself. The birth would be lived as a possibility for subjectivity and practice of freedom. As research strategies, I used the ethnographic method, with emphasis on participant observation techniques in a present group and its virtual version, and conducting interviews with some women who attended the group during the period of my insertion in the field. I privileged discourse analysis as a way of reading the built information. My interlocutors seem to operate, in relation to labor, from continuities, from elements that dialogue and have shifting liminality. Participation in the group, besides the informative role, is an important affective and emotional support. It receives and strengthens the decision of women. Thus, the humanization of childbirth can direct them to take over their own body and the process of gestation and giving birth, when they exercise the development of knowledge of themselves and their bodies. The choice of humanized birth is a power strategy as an alternative for the exercise of autonomy, to escape forms of domination that are almost imperceptible, but that embarrass, blame, classify and create hierarchies. Hence some women comment that giving birth is libertarian. However, regardless of how the birth actually occurred, what seems to matter is the questioning, the active position, to not bend to what is set before oneself. In other words, what seems to transform is precisely the reflection, the search, the exercise of oneself about oneself, taking care of oneself. Among them, nature seems to be understood as beyond what the Western thought is accustomed to. The use of the term carries a sense of connection to the cosmos, to something greater, in a process that is, at once, of transcendence and immanence, to the extent that this feeling flows from the body and returns to it. Thus, rational and irrational, spiritual and material, control and lack of control, pain and satisfaction, risk and safety, and others, they assume fluid and harmonic compositions that express a continuity, in which the birth experience takes place and summons women to the perception of themselves as part of nature, as equal to any species and as one that brings the divine within themselves. This engenders the production of subjectivities and the belief in social change expressed by women's repositioning in society, by questioning the power of technical-professional categories and the possibility of building other knowledge and truths about themselves, about childbirth, about women, about motherhood and beyond.

Trata-se de pesquisa teórica, de caráter filosófico-educacional, que examina as possibilidades do ensino filosófico no curso superior. Para tanto considera as condições e limites históricos de um dos locais privilegiados em que esta prática se efetivaria: a universidade. Analisa alguns elementos do processo curricular subjacentes à opção pela inclusão da disciplina Filosofia na universidade. Verifica a identidade e o sentido desse ensino, suas limitações teóricas, históricas e metodológicas. Reflete sobre o tripé formação/transformação/subjetivação, referidos em diferentes graus quando se trata de justificar o ensino da filosofia. Com base em ferramentas conceituais fornecidas principalmente por Friedrich Nietzsche, Michel Foucault e Gilles Deleuze, examina até que ponto a instrumentalização do conhecimento e do saber filosófico tem afastado a possibilidade da construção de um pensar e agir criativos. Examina como a constituição prática de formas de subjetivação massificadas desvia-se ou dificulta a realização de outras possibilidades como as de desnaturalizar as evidências, promover uma crítica do presente, criar conceitos, e construir a autonomia necessária para o surgimento de outras formas de subjetividades, como criação política, ética e estética. / This paper presents a theoretical research, of a philosophical-educational nature, which examines the possibilities of philosophy teaching as part of University courses. In order to accomplish this, the paper considers historical conditions and limitations of one of the privileged environments in which this practice would be effective: the University. The paper analyses some of the elements of the curricular process which underlie the option for including Philosophy as part of the syllabus in University courses. It verifies the identity and the sense of such teaching, its theoretical, historical and methodological limitations. It also presents a reflection on the three-sided stand educational background /transformation/subjectivation, which are referred to in different degrees when dealing with justifying Philosophy teaching. Based on conceptual tools provided mostly by Friedrich Nietzsche, Michel Foucault and Gilles Deleuze, the paper examines how far instrumentalization of philosophical knowledge has kept away the possibility of building creative thought and action. It examines how practical constitution of massed subjectivation forms either deviates or turns harder the realization of other possibilities, such as denaturalize evidences, promote a critical view of the present time, create concepts, and to build the necessary autonomy for the appearance of other subjectivity forms, such as political, ethical and esthetic creation.

Orientador: Fernão Vitor Pessoa de Almeida Ramos / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-21T08:09:40Z (GMT). No. of bitstreams: 1 Tonelo_GabrielKitofi_M.pdf: 1386123 bytes, checksum: 0beb01e84603e1755752d1f599cd3726 (MD5) Previous issue date: 2012 / Resumo: Este trabalho pretende analisar a obra de documentários do cineasta alemão Werner Herzog sob a ótica da autorreflexão do diretor, através de sua voz e de seu corpo, em seus documentários e da relação estabelecida entre Herzog e a narrativa em cada filme. Procura se estabelecer como a característica nasceu em sua filmografia e como evoluiu ao longo das cinco décadas de sua atividade como cineasta. Relacionam-se os processos da inserção de Werner Herzog em seus filmes com a teoria, própria do campo do Cinema Documentário, referente à inserção do sujeito-da-câmera na narrativa fílmica. Tomando como ponto de partida as reflexões surgidas no final da década de 1950 acerca da participação do cineasta na narrativa (Cinema Vérité) até as teorias de uma narrativa documentária profundamente voltada para o universo do próprio cineasta, popularizadas nos anos 1980, pode-se dizer que a autorreflexão do cineasta na narrativa é uma questão viva no campo teórico do Cinema Documentário e que é constantemente problematizada e renovada na produção documentária contemporânea / Abstract: This work intends to analyse german filmmaker's Werner Herzog documentary ouevre, under the optics of the director's voice and body self-reflexion in his documentaries and the relationship between Herzog and his narratives in each work. It tries to establish how this characteristic was born in his filmography and how it has evolved through five decades of his activity as a film director. Herzog's participation in his films is related to theories of Documentary Film concerning the reflexivity of the author in the filmic narrative. Going from questions arised in the late 1950's about the participation of the director in the documentary (Cinema Vérité) to questions related to a profoundly self-referrent documentary narrative popularized in the 1980's, one can say that self-reflection is a subject-matter that is still alive in documentary film theory, being constantly problematized and renewed in contemporary documentary production / Mestrado / Mestre em Multimeios

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Dans cette thèse nous cherchons à analyser l'évolution des pratiques et des discours féministes au Maroc, pendant les différentes phases, ayant été du point de vue historique et politique, à l'origine d'une conscience de« genre». Le moment, qui précède la proclamation de l'Indépendance enregistre une transition vers la modernité. Les Marocaines contribuant à l'Indépendance redéfinissent une nouvelle identité des femmes au sein de la société marocaine. L'accès massif des femmes à l'instruction dès l'Indépendance sera à l'origine d'affirmation citoyenne féminine. Les femmes s'allient aux hommes pour la construction démocratique de l’État et pour la lutte contre l'autoritarisme étatique. Ce féminisme, accouché par une pensée de gauche s'institutionnalise et crée des nouvelles formes de luttes démocratiques. L'islam politique, et l'apparition de nouveaux espaces de socialisation numériques et mondialisées font émerger d'autres formes de lutte et de discours retraçant ainsi de nouvelles identités du féminisme marocain. / In this work we analyze tue evolution' of feminist practices and dlscourses in their different historicalsequences in Morocco. This has been the start of a turning point in the historical and political birthof a« gender »'s awareness. The moment before the lndependence was a transition to modernity.Moroccans who·fought for the lndependenoe contributed to ·another definition of women's identityin the Moroccan society. Mass instruction of morrocan women since the lndependence was at theorigin of an affirmation of a feminist citizenship. Women became men's allies for the building of ademocratic state, with a strong will to enter modernity and to work together for lt. They joined tomen in the fight against state's authoritarianism. This feminism, produced by a left wing's thought,has been institutionalized and created new types of democratic fights. The development of politicallslam and the increasing number of new social spaces of numerical and global socializations bringto the foreground other types of fights and discourses, paving the ways for rebuilding identities ofthe morrocan feminism.

Cette thèse de doctorat propose, à partir d’une lecture psychanalytique, d’aborder le sentiment de culpabilité maternelle face au traumatisme de la naissance prématurée de l’enfant. Il s’agira, à partir de quatre études de cas, de questionner le sens, la fonction et les effets de ce sentiment sur l’enfant. La première hypothèse propose d’envisager ce sentiment dans sa dimension paradoxale de « lien malgré-tout », « à ce prix-là » c’est-à-dire offrant une possibilité de subjectivation, d’appropriation subjective du devenir mère et du lien à l’enfant, mais aussi présentant le risque de la désubjectivation pour la mère et l’enfant, la culpabilité devient alors persécutoire et ouvre la voie à la possibilité d’un lien « trop proche », en proie à l’incestualité. La seconde hypothèse envisage le risque d’un défaut de liaison, en lien avec le sentiment de culpabilité, des sentiments d’amour et de haine dans le lien à l’enfant, aboutissant à un échec de la structuration de l’ambivalence maternelle. Enfin, une troisième hypothèse questionne les effets de ce sentiment maternel de culpabilité sur l’enfant, en postulant l’idée d’une recherche par l’enfant d’un lien « coûte-que-coûte », aboutissant à une modalité masochiste dans le lien mère/enfant. / This doctoral thesis proposes, from a psychoanalytic reading, to analyse the feeling of maternal guilt following the traumatism of a child born premature. It will be based on four studied cases and it will question the meaning, function and effects of this feeling on the child. The first hypothesis proposes to consider this feeling in its paradoxical dimension: "link in spite of everything", "at that price", i.e. offering a possibility of subjectivation, of the mother’s subjective appropriation of becoming a mother and her bond to the child. It proposes also to present the risk of desubjectivation for the mother and the child, then, guilt becomes persecutory and paves the way to the possibility of a “too close” bond, to be prey to incestuity. The second hypothesis contemplates the risk of a lack of bond on the same level, linked to the feeling of guilt, feelings of love and hatred in the bond to the child, leading to a failure in the structuring of the maternal ambivalence. Finally, a third hypothesis questions the effects of this feeling maternal of guilt on the child, giving the idea of a child's search for a bond “whatever it costs”, leading to a masochistic mother / child bond.

En s’appuyant sur la production de l’espace d’Henri Lefebvre (1974) et sur le concept d’expérience, nous avons relié les mondes subjectif et objectif, rendant possible l’exploration des conditions spatiales de possibilités de formation de sujets collectifs. Ainsi, étudier la dimension territoriale des expériences signifie entreprendre la spatialisation des relations de pouvoir existantes entre étudiants et institutions universitaires, dans lesquelles s’entremêlent des rapports de domination et/ou de conflit et/ou d’émancipation.La recherche a été menée sur deux terrains choisis pour leurs caractéristiques qui supposent des expériences radicalement opposées. L'UTCGG est une petite université qui forme des étudiants d’origines indigènes et paysannes, et dont l'objectif est d’impulser le développement économique d'une région rurale économiquement défavorisée. Quant aux étudiants de la Faculté de Philosophie et Lettres de l’UNAM, ils suivent des formations en sciences humaines dans l'une des institutions les plus prestigieuses d'Amérique latine. Située dans la mégalopole mexicaine, cette faculté a connu et continue d’être le théâtre et l'épicentre d'un fort activisme étudiant.Nous avons mis au jour deux séries d'expériences territoriales caractérisées par des relations spécifiques entre les origines sociales des étudiants, les contenus idéologiques des formations universitaires, et des apprentissages différenciés de l'espace. Les principaux résultats permettent d'établir que les processus de subjectivation politique sont spatialement lisibles et de commencer à caractériser territorialement la subalternité, l’antagonisme et l’autonomie. / Based on both Henri Lefebvre's production of Space (1974) and the concept of experience, we have linked the subjective and objective worlds, making possible the exploration of the spatial conditions of collective subjects’ conformation. So, studying the territorial dimension of experiences means undertaking the spatialization of power relations existing between students and academic institutions, in which relationships of domination and/or conflict and/or emancipation are intermingled.The research was conducted on two places chosen for their characteristics that involve radically different experiences. The UTCGG is a small university that trains students of indigenous and peasant origins, with the aim of boosting the economic development of a rural and economically disadvantaged region. As for the students of the Faculty of Philosophy and Letters of the UNAM, they follow courses in human sciences in one of the most prestigious institutions in Latin America. Located in the Mexican megalopolis, this faculty has known and continues to be the theater and the epicenter of a strong student activism.We have discovered two series of territorial experiences characterized by specific relations between the social origins of students, the ideological contents of university courses, and differentiated learning of space. The main results make it possible to establish that the processes of political subjectivation are spatially readable and to begin to characterize territorially the subalternity, the antagonism and the autonomy.

La spécificité de l’adolescence est la venue au premier plan de la génitalité. Cela entraîne à la fois une métamorphose du corps et un remaniement psychique. À l’adolescence, le corps est aussi un lieu de contradiction que tantôt il attaque, tantôt il embellit dans un érotisme effréné. En effet, la contradiction peut se traduire sous forme symptomatique et manifester l’encombrement que l’adolescent ressent devant son corps qui lui échappe. Il ne sait pas repérer ce qu’il ressent, il ne sait pas le nommer et même il ne sait pas qu’il ne sait pas. Parfois le rapport qu’il entretient avec son corps est suffisamment paradoxal pour qu’il ne puisse pas se l’approprier. C’est cette étrangeté qui va provoquer un clivage chez l’adolescent. Les deux perspectives qui émanent de ces positions sont assez différentes quant à l’avenir du sujet. Ce travail s’inscrit dans la continuité de divers travaux de recherche sur la problématique adolescente. Il vient rendre compte de la mise en place dans un service de Pédiatrie générale d’un groupe thérapeutique à médiation écriture avec des adolescentes qui se scarifient. C’est en considérant ces scarifications comme un langage du corps au coeur de la problématique adolescente et pubertaire, et au regard des difficultés que ces adolescentes ont à mettre des mots sur l’indicible de leur douleur, que le groupe a été créé. La mise en place de celui-ci correspond plus globalement à une réflexion sur le processus d’adolescence, de subjectivation, et le rapport au corps, notamment à travers le travail de symbolisation à l’adolescence. Nous interrogeons également à l’endroit de notre réflexion, la médiation écriture en tant que dépôt d’une trace sur un support, qui au même titre que la rencontre de la lame sur la peau, viendrait comme une butée (Le Breton, 2002) ; la rencontre avec la feuille par analogie au corps viendrait recréer et offrir un contenant à la souffrance psychique. Le groupe quant à lui pourrait être vécu comme espace transitionnel au sens où l'entend Winnicott, au fondement de l’expérience créatrice et rassurante pour l’adolescente. Le corps aurait alors une fonction semblable dans ce qu'il incarnerait une frontière entre un dedans et un dehors. Une des fonctions de la pratique scarificatoire serait alors de restaurer les limites du Soi dans une lutte contre un possible effondrement. / The specificity of adolescence is the coming to the fore of genitality. This involves both a metamorphosis of the body and a psychic reworking. The body is also a place of contradiction that sometimes attacks, sometimes it embellishes in a frenzied eroticism. Indeed, the contradiction can be translated in symptomatic form and manifest the clutter that the adolescent feels in front of his body that escapes him. He does not know how to identify what he feels, he does not know how to name it and he does not even know he does not know. Sometimes the relationship he has with his body is sufficiently paradoxical that he can't appropriate it. It is this strangeness that will cause a cleavage in the adolescent. The two perspectives that emanate from these positions are quite different as to the future of the subject. This work is a continuation of various research works on the adolescent problem. He reports on the establishment of a therapeutic group in writing in a Pediatric General Service, writing with teenagers who are scarifying themselves. It is by considering these scarifications as a body language at the heart of the adolescent and pubertal problem, and in view of the difficulties that these teenagers have to put words on the indescribable of their pain, that the group was created. The setting up of this one corresponds more generally to a reflection on the process of adolescence, of subjectivation, and the relation with the body, in particular through the work of symbolization in adolescence. We also question the place of our reflection, the mediation writing as a deposit of a trace on a support, which as well as the meeting of the blade on the skin, would come as a stop (Le Breton, 2002); the encounter with the sheet by analogy with the body would come to recreate and offer a container for psychic suffering. The group could be seen as a transitional space in Winnicott's sense, at the root of the creative and reassuring experience for the teenager. The body would then have a similar function in what it would incarnate a border between an inside and an outside. One of the functions of the scarificatory practice would then be to restore the limits of the Self in a fight against a possible collapse.