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P. 199
Márcia Regina de Mesquita, Marcilena Assis Toledo e Paula Melgaço
Abstract: This work has as theoretical efeitos da transmissão
background the psychoanalysis on educational
dialogue and offers as a research methodology the
Conversational Approach between teenagers and
teachers at school environment. This offer gets the
analyst to review and question about their place of
“not knowing”, so important to psychoanalysis and
“hard to sustain” in a society that is grounded in the
knowledge of science. During the Conversational
Approaches held between the adolescents and
teachers, the members of the laboratory listed in
CIEN (Interdisciplinary Center for the Study of
Child) find themselves challenged to support the
maintenance of this place as they are called all
the time, especially by the teachers, to come up
with quick solutions that exclude the word and
knowledge that each one invents. The practice of
conversational approaches within the growing field
of the psychoanalysis, that has been happening
in institutions, in schools, requires the analyst
and researchers a psychoanalytic training. The
effectiveness of this practice appears at the moment
that the analyst, being aware of this and when
included on the distresses and symptoms of the
teachers and teenagers circuit, sustains his place of
supposed knowledge. When sustained by his desire
and by the ethics of “well say”, they keep included
out of this.
Keywords: Applied Psychoanalysis to Education, 199
Analyst’s desire, Conversational Approach.
Revista da Ato – Escola de psicanálise, Belo Horizonte, Angústia, Ano I n. 0, pp. 191-200, 2015
Abstract: This work has as theoretical efeitos da transmissão
background the psychoanalysis on educational
dialogue and offers as a research methodology the
Conversational Approach between teenagers and
teachers at school environment. This offer gets the
analyst to review and question about their place of
“not knowing”, so important to psychoanalysis and
“hard to sustain” in a society that is grounded in the
knowledge of science. During the Conversational
Approaches held between the adolescents and
teachers, the members of the laboratory listed in
CIEN (Interdisciplinary Center for the Study of
Child) find themselves challenged to support the
maintenance of this place as they are called all
the time, especially by the teachers, to come up
with quick solutions that exclude the word and
knowledge that each one invents. The practice of
conversational approaches within the growing field
of the psychoanalysis, that has been happening
in institutions, in schools, requires the analyst
and researchers a psychoanalytic training. The
effectiveness of this practice appears at the moment
that the analyst, being aware of this and when
included on the distresses and symptoms of the
teachers and teenagers circuit, sustains his place of
supposed knowledge. When sustained by his desire
and by the ethics of “well say”, they keep included
out of this.
Keywords: Applied Psychoanalysis to Education, 199
Analyst’s desire, Conversational Approach.
Revista da Ato – Escola de psicanálise, Belo Horizonte, Angústia, Ano I n. 0, pp. 191-200, 2015
