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Previous issue date: 2015-03-30 / A partir de um caso cl?nico cuja queixa era uma severa ?indisciplina escolar?, este trabalho interrogou quando a indisciplina pode ser um sintoma. Para responder a quest?o analisamos o conceito de sintoma na perspectiva freudo-lacaneana, e suas articula??es com o tema da ?indisciplina escolar?. Utilizou-se o m?todo te?rico-cl?nico, no qual a constru??o do caso dialoga com os textos psicanal?ticos reatualizando as quest?es sobre o tema. Empreendemos uma an?lise hist?rica da constru??o do mecanismo disciplinar atrav?s das obras de Foucault (1987; 1996), Deleuze (1988; 1992) e comentadores que apontou o car?ter datado e n?o natural dessa produ??o discursiva nomeada ?indisciplina escolar?, revelando que a queixa de indisciplina nasce de um discurso social que imp?e a ideia de que o aprender depende da disciplina. No entanto, esse ide?rio possui uma fenda, pois algo sempre escapa ao disciplinamento. A resposta do social ao que escapa constitui a queixa de indisciplina, que pode ser tomada como um sintoma social. A cada crian?a cabe encontrar sua resposta frente a esse discurso, e a mesma define o car?ter sintom?tico, ou n?o, da mesma. Percorremos o conceito de sintoma e seus desdobramentos na cl?nica com a crian?a nos ensinos de Freud e Lacan. A leitura de Freud mostrou que o sintoma ? o resultado de um trabalho ps?quico que substitui uma representa??o recalcada e ligada a uma satisfa??o sexual insuport?vel, constituindo uma solu??o para que a crian?a possa lidar com a castra??o e com as interdi??es impostas pelo social. A releitura da obra freudiana empreendida por Lacan coloca o assento no car?ter de trabalho ps?quico empreendido pelo falante com o seu sintoma, na medida em que lhe permite fazer la?o com o social. Analisar, a cada caso, a posi??o ocupada pelo sujeito frente ? queixa de indisciplina permite abrir as vias para o trabalho com a mesma. Se a indisciplina ? a resposta do sujeito frente ao Outro social, a partir da psican?lise trata-se de ofertar uma escuta que permita resignificar essa resposta. Elucidar o car?ter sintom?tico, ou n?o, das atitudes consideradas indisciplinadas convoca ? an?lise da singularidade implicada na resposta de cada crian?a, a sua subjetividade. / From
a
clinical
case
reporting
a
severe
?
scholarship
indiscipline?,
this
work
questioned
how
the
indiscipline
can
be
a
symptom
.
To answer the question, it was analyzed the
symptom concept from the
Freudian
-
lacaneana
perspective and theirs connections with
?
scholarship
indiscipline?
subject
. The
research
used
a
theoretical and clinical
method
,
to
show
the
connection
between
the
case
development
and
the
psychoanalytic publications
reviewing
questions
on
the
subject
. It
was
undertook
a
historical analysis of the
construction of disciplinary mechanism through the works of Foucault (1987, 1996),
Deleuze
(1988; 1992) and commentators. This historical analysis showed a dated and
unnatural character of this discursive production named
?
scholarship
indiscipline?,
revealing
the
indiscipline
complaint
comes
from
a social speech
that imposes the idea that
learn
ing depends on the
discipline.
However
,
this idea type has
a
flaw
,
because
always
something
escapes
disciplining
. The social
answer to the
escape
is the complaint of
indiscipline,
which can be taken
as a social
symptom
.
Each child should find an answer
to
this
speech
and
define
the symptomatic character
,
or not
,
from itself
. It
was evaluated
the symptom and
its
consequences
in
the clinic with the child
in
the
Freud
and
Lacan
teachings
. The Freud
view showed the symptom is the answer to
a
psychic work
,
replacing
a
repressed representation linked to
an unbearable
sexual
dis
satisfaction
,
providing
a
solution
for
the child
to deal with castration and with the imposed
social
restrictions
.
A review of Freud's work undertaken by Lacan emphasizes the psycholog
ical
work characteristics undertaken by the speaker with its symptom by the link with the
social aspect. To analyze, in each case, the position occupied by the patient of a complaint
against the indiscipline can open the way to work with it. If the discipl
ine is the answer
of the subject towards the Other social, from psychoanalysis it is offering a help that
allows reframe this response. Elucidating the symptomatic character, or not, from
attitudes considered undisciplined, calls for the analysis of unique
ness involved in the
response of each child, their subjectivity.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20267 |
| Date | 30 March 2015 |
| Creators | Silva, Giscely Costa Medeiros da |
| Contributors | 37636820404, http://lattes.cnpq.br/4959308312386863, Lima, Glaucineia Gomes de, 32397046415, http://lattes.cnpq.br/4754800270790555, Almeida, Sandra Francesca Conte de, 18365558904, http://lattes.cnpq.br/5491744128857810, Medeiros, Cynthia Pereira de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM PSICOLOGIA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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