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Previous issue date: 2005-08-07 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The move to include students with special needs (NEE) in the schools presents a paradigm that raises continual discussion about how to implement this proposal. Considering that learning is built from the weaving of socially constructed knowledge and the field of knowledge concerning subjectivity, this research explores the difficulties that occur with the later in the process of inclusion in the schools. Admittedly, the promise implicit in the school does not guarantee that the student learn, but the envisioning of this learning, when the student s educator discredits him, is such that the person is then not taken on as an actual student, being excluded from the transmission of knowledge, even within the school. The project implemented at the Instituto Educacional Casa Escola IECE, for the last three years, shows us that the possibility and sustainability of this envisioning is intimately linked to the subjectivity of the educator, as well as how one relates to the institutional culture. We question then, how this perspective is formed in the educator this perspective capable of denying the offer of a place as student, allowing him to advance while learning. With this in mind, we explore the paradoxical elements present in the paradigm of inclusion, as well as analyzing theoretically, through the body of conceptual psychoanalysis, the process of subjective constitution. We intend to bring to light how this process coincides with the construction of the educator s perspective of exemption from teaching the special needs students. We question, through the formative functions of subjective structuring (The Mirror Stage and the Oedipus Complex), how to form a perspective capable of promoting inclusion of special needs students in educators. Finally, we show how it is possible to bring to light, with the concepts of the I ideal and the ideal I, the subjective difficulties in the practicing instructor / A inclus?o escolar de alunos com necessidades educativas especiais (NEE) coloca-nos diante de uma pr?xis que reivindica discuss?es constantes a respeito de como efetivar esta proposta. Neste rumo, esse trabalho visa refletir sobre os impasses advindos da subjetividade do professor no processo de inclus?o escolar. Partimos da experi?ncia cl?nica de escuta de professores realizada no per?odo de 2002 a 2005, no Instituto Educacional Casa Escola. Nessa experi?ncia, balizada pela psican?lise, partimos do princ?pio que as aprendizagens se constituem no entrela?amento entre o campo dos conhecimentos socialmente constru?dos pela humanidade e o campo do saber acerca da subjetividade. Admitimos que a promessa que compete ? escola n?o diz respeito ? garantias de que o aluno venha a aprender, mas ? visada nesta aprendizagem, pois quando o professor dela se desautoriza, a pessoa n?o ? tomada como aluna, sendo exclu?da da transmiss?o dos conhecimentos, mesmo dentro da escola. Interrogamo-nos sobre como se constitui, no professor, essa visada capaz de franquear a oferta de um lugar de aluno ? pessoa com NEE, permitindo-lhe avan?ar enquanto aprendente. Para tanto, discutimos, a partir de uma revis?o hist?rica, os elementos paradoxais presentes no paradigma da inclus?o. Tamb?m analisamos teoricamente o processo de constitui??o subjetiva atrav?s do corpo conceitual psicanal?tico, focalizando, notadamente, as opera??es do Est?gio do Espelho e Complexo de ?dipo. Por fim, esse percurso nos mostrou que os conceitos de Eu Ideal e Ideal do Eu lan?am luz sobre os impasses subjetivos na pr?tica docente, a saber, o Eu Ideal sustentando o imperativo de perfei??o narc?sico convoca o imposs?vel de uma educa??o sem faltas, obliterando o processo educativo e gerando, muitas vezes, mal-estar; e o Ideal do Eu que implica num posicionamento subjetivo balizado pela falta, salientando a ancoragem simb?lica favorecedora do processo de aprendizagem
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/17567 |
| Date | 07 August 2005 |
| Creators | Lima, Juliana Ribeiro C?mara |
| Contributors | CPF:37636820404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779809E6&dataRevisao=null, Almeida, Sandra Francesca Conte de, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4720542U9&dataRevisao=null, Brito, Andr?a Clara Tavares Galv?o de, CPF:35765003400, Medeiros, Cynthia Pereira de |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Psicologia, UFRN, BR, Psicologia, Sociedade e Qualidade de Vida |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| 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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