A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise
Gespeichert in:
| 1. Verfasser: | |
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| Publikationsdatum: | 2022 |
| Format: | Master thesis |
| Sprache: | por |
| Quelle: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/361 |
Zusammenfassung: | Throughout the writing of this project, we had the premise of reflecting on the possibilities and implications of teaching from the interlocution of Discourse Analysis (DA), Psychoanalysis and Autism. The general objective proposed in this work was to contribute with the insertion of psychoanalytic thought as a possibility of understanding what can or cannot be explained in the inclusion of the autistic student, respecting the spaces in which psychoanalysis holds to help in this understanding. It was observed if the teacher considers the autistic student, besides his/her limitation, considering his/her subjectivity and diversity based on the psychoanalytic instrument - APEGI. The link between Freudian and Lacanian theoretical references was considered, seeking psychoanalytic fragments that would allow us to look at autism in the discourse of teachers of autistic children in regular education. For this purpose, we considered organizing this research in four moments, and so the first note emerged with the following question: is there convergence between psychoanalysis and education? Therefore, CHAPTER 1 begins with the selection of the corpus of analysis, followed by a brief link of the way in which psychoanalysis observes autism from Jean-Claude Maleval. In CHAPTER 2 a reflection on THE AUTIST CHILD'S INFANCY was made with "camera close" on the "POLITICALLY CORRECT" that goes through a critical analysis on the union of psychoanalysis, from the concept of politically correct today. In CHAPTER 3 we deal with the Adversities of the transmission at school that still makes reflections on Psychoanalysis and Education and finally, in CHAPTER 4 - on the Methodological Path - we expose the methodological way in which this research was organized - Showing the Procedures for the analysis of the data collected that we divided into two axes that were guided by the APEGI Protocol - First Axis - what do we know about autism? Is there a subject there? Second axis - Teachers' perceptions about autism: the exercise of subject recognition. In the reflective moments for the finalization of this research, there was evidence that the presence and the recognition of the subject in the teachers' discourse presents a disparity in relation to the position of "knowing" that they demonstrated to be always. It was considered the need to listen to the child from an effectively active listening to recognize him as a singular subject. The effectiveness of a formative process in psychoanalysis was verified so that teachers could understand what psychoanalysis proposes to do for education in the exercise of respecting the subjectivity of children with or without autism. Keywords : Discourse Analysis ; Education and Psychoanalysis ; Autism ; Subject Recognition |
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| author | Santos, Douglas Manoel Antonio de Abreu Pestana dos |
| author_browse | Santos, Douglas Manoel Antonio de Abreu Pestana dos |
| author_facet | Santos, Douglas Manoel Antonio de Abreu Pestana dos |
| author_role | author |
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| collection | Repositório Comum do Brasil - Deposita |
| contributor_str_mv | Andrade, Márcia Siqueira de Fernandes, Janaína da Silva Gonçalves Silva, Valdemir Bezerra da |
| dc.contributor.advisor1.fl_str_mv | Andrade, Márcia Siqueira de |
| dc.contributor.author.fl_str_mv | Santos, Douglas Manoel Antonio de Abreu Pestana dos |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/3941575427040698 |
| dc.contributor.referee1.fl_str_mv | Fernandes, Janaína da Silva Gonçalves |
| dc.contributor.referee2.fl_str_mv | Silva, Valdemir Bezerra da |
| dc.date.accessioned.fl_str_mv | 2023-06-16T17:35:37Z |
| dc.date.issued.fl_str_mv | 2022 |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | https://deposita.ibict.br/handle/deposita/361 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Universidade Ibirapuera |
| dc.publisher.none.fl_str_mv | Universidade Ibirapuera |
| dc.publisher.program.fl_str_mv | Programa de Pós-Graduação em Educação |
| dc.relation.references.por.fl_str_mv | AGLIO, Débora Dalbosco e GARCIA, Cássia Leal Garcia. Uma experiência de educação sexual na pré-escola. 1997. Disponível em https://www.scielo.br/pdf/paideia/n12-13/08.pdf. Acesso em: 14 de nov. 2020. ALEMÁN, J. (2017). Uma esquerda lacaniana? – Entrevista por Renata Estrella. Subversos. Disponível em: https://www.iztacala.unam.mx/errancia/v18/polieticas_10.html. Acesso em: 24 jan. 2022. ALMEIDA, A.; NETO, A. Psicanálise e educação escolar: ressonâncias de Sándor Ferenczi para uma pedagogia do cuidado. Estilos clin. [online]. 2019, vol.24, n.2, pp. 262-275. AMERICAN PSYCHIATRIC ASSOCIATION. Diagnostic and statistical manual of mental disorders - DSM-V (DSM-5). Washington, DC: American Psychiatric Association, 2014. ANDRADE, Márcia Siqueira de. Ensinante e aprendente: a construção da autoria de pensamento. Constr. psicopedag., São Paulo , v. 14, n. 11, dez. 2006. Disponível em http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1415- 69542006000100005&lng=pt&nrm=iso . Acessos em 25 out. 2021 |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Comum do Brasil - Deposita instname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) instacron:IBICT |
| dc.subject.cnpq.fl_str_mv | Educação Análise de Discurso Educação e Psicanálise Autismo Reconhecimento de Sujeito |
| dc.subject.por.fl_str_mv | Análise de Discurso Educação e Psicanálise Autismo Reconhecimento de Sujeito |
| dc.title.por.fl_str_mv | A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Throughout the writing of this project, we had the premise of reflecting on the possibilities and implications of teaching from the interlocution of Discourse Analysis (DA), Psychoanalysis and Autism. The general objective proposed in this work was to contribute with the insertion of psychoanalytic thought as a possibility of understanding what can or cannot be explained in the inclusion of the autistic student, respecting the spaces in which psychoanalysis holds to help in this understanding. It was observed if the teacher considers the autistic student, besides his/her limitation, considering his/her subjectivity and diversity based on the psychoanalytic instrument - APEGI. The link between Freudian and Lacanian theoretical references was considered, seeking psychoanalytic fragments that would allow us to look at autism in the discourse of teachers of autistic children in regular education. For this purpose, we considered organizing this research in four moments, and so the first note emerged with the following question: is there convergence between psychoanalysis and education? Therefore, CHAPTER 1 begins with the selection of the corpus of analysis, followed by a brief link of the way in which psychoanalysis observes autism from Jean-Claude Maleval. In CHAPTER 2 a reflection on THE AUTIST CHILD'S INFANCY was made with "camera close" on the "POLITICALLY CORRECT" that goes through a critical analysis on the union of psychoanalysis, from the concept of politically correct today. In CHAPTER 3 we deal with the Adversities of the transmission at school that still makes reflections on Psychoanalysis and Education and finally, in CHAPTER 4 - on the Methodological Path - we expose the methodological way in which this research was organized - Showing the Procedures for the analysis of the data collected that we divided into two axes that were guided by the APEGI Protocol - First Axis - what do we know about autism? Is there a subject there? Second axis - Teachers' perceptions about autism: the exercise of subject recognition. In the reflective moments for the finalization of this research, there was evidence that the presence and the recognition of the subject in the teachers' discourse presents a disparity in relation to the position of "knowing" that they demonstrated to be always. It was considered the need to listen to the child from an effectively active listening to recognize him as a singular subject. The effectiveness of a formative process in psychoanalysis was verified so that teachers could understand what psychoanalysis proposes to do for education in the exercise of respecting the subjectivity of children with or without autism. Keywords : Discourse Analysis ; Education and Psychoanalysis ; Autism ; Subject Recognition |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | IBICT-1_d0ce4f3f5559ac841c374c9b4eab0dbd |
| instacron_str | IBICT |
| institution | IBICT |
| instname_str | Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| language | por |
| network_acronym_str | IBICT-1 |
| network_name_str | Repositório Comum do Brasil - Deposita |
| oai_identifier_str | oai:deposita.ibict.br:deposita/361 |
| publishDate | 2022 |
| publishDateSort | 2022 |
| publisher.none.fl_str_mv | Universidade Ibirapuera |
| reponame_str | Repositório Comum do Brasil - Deposita |
| repository.mail.fl_str_mv | deposita@ibict.br |
| repository.name.fl_str_mv | Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| repository_id_str | 4658 |
| spelling | Andrade, Márcia Siqueira deFernandes, Janaína da Silva GonçalvesSilva, Valdemir Bezerra dahttp://lattes.cnpq.br/3941575427040698Santos, Douglas Manoel Antonio de Abreu Pestana dos2023-06-16T17:35:37Z2022https://deposita.ibict.br/handle/deposita/361Throughout the writing of this project, we had the premise of reflecting on the possibilities and implications of teaching from the interlocution of Discourse Analysis (DA), Psychoanalysis and Autism. The general objective proposed in this work was to contribute with the insertion of psychoanalytic thought as a possibility of understanding what can or cannot be explained in the inclusion of the autistic student, respecting the spaces in which psychoanalysis holds to help in this understanding. It was observed if the teacher considers the autistic student, besides his/her limitation, considering his/her subjectivity and diversity based on the psychoanalytic instrument - APEGI. The link between Freudian and Lacanian theoretical references was considered, seeking psychoanalytic fragments that would allow us to look at autism in the discourse of teachers of autistic children in regular education. For this purpose, we considered organizing this research in four moments, and so the first note emerged with the following question: is there convergence between psychoanalysis and education? Therefore, CHAPTER 1 begins with the selection of the corpus of analysis, followed by a brief link of the way in which psychoanalysis observes autism from Jean-Claude Maleval. In CHAPTER 2 a reflection on THE AUTIST CHILD'S INFANCY was made with "camera close" on the "POLITICALLY CORRECT" that goes through a critical analysis on the union of psychoanalysis, from the concept of politically correct today. In CHAPTER 3 we deal with the Adversities of the transmission at school that still makes reflections on Psychoanalysis and Education and finally, in CHAPTER 4 - on the Methodological Path - we expose the methodological way in which this research was organized - Showing the Procedures for the analysis of the data collected that we divided into two axes that were guided by the APEGI Protocol - First Axis - what do we know about autism? Is there a subject there? Second axis - Teachers' perceptions about autism: the exercise of subject recognition. In the reflective moments for the finalization of this research, there was evidence that the presence and the recognition of the subject in the teachers' discourse presents a disparity in relation to the position of "knowing" that they demonstrated to be always. It was considered the need to listen to the child from an effectively active listening to recognize him as a singular subject. The effectiveness of a formative process in psychoanalysis was verified so that teachers could understand what psychoanalysis proposes to do for education in the exercise of respecting the subjectivity of children with or without autism. Keywords : Discourse Analysis ; Education and Psychoanalysis ; Autism ; Subject RecognitionDurante toda a escrita deste projeto, tivemos como premissa refletir sobre as possibilidades e implicações da docência a partir da interlocução da Análise de Discurso (AD), Psicanálise e o Autismo. O Objetivo geral proposto neste trabalho, foi contribuir com a inserção do pensamento psicanalítico como possibilidade de entendimento do que pode ou não ser explicado na inclusão do aluno autista, Respeitando os espaços em que a Psicanálise detém para auxiliar neste entendimento, observou se o docente considera aluno autista, além da sua limitação, considerando sua subjetividade e diversidade, baseado no instrumento de origem psicanalítica - APEGI. Foi considerado o enlace do referencial teórico freudiano e lacaniano, buscando fragmentos psicanalíticos que possibilitassem fitar o autismo no discurso de docentes em relação às crianças autistas no ensino regular. Para efeito, consideramos organizar está pesquisa em quatro momentos. Assim, emergiu a primeira nota com o seguinte questionamento: Existe convergência entre Psicanálise e educação? Por conseguinte, o Capítulo 1, inicia com a triagem do corpus de análise e seguimos sob um breve enlace da forma em que a Psicanálise observa o autismo a partir de Jean-Claude Maleval, assim, entendeu-se necessário fazer uma breve nota a respeito do CID 11 que passou a vigorar em janeiro de 2022. No Capítulo 2, refletiu-se sobre: A infância da criança autista, com "câmera close" no “Politicamente correto”, que percorre por uma análise crítica sobre a união da psicanálise, a partir do conceito de politicamente correto na atualidade. No Capítulo 3, versamos sobre as adversidades da transmissão na escola que ainda faz reflexões em Psicanálise e Educação e, por fim, no Capítulo 4, sobre o caminho metodológico percorrido, expomos de que maneira metodológica esta pesquisa se organizou, mostrando os procedimentos para a análise dos dados coletados que dividimos em dois eixos que se guiaram pelo protocolo APEGI. Primeiro eixo: o que conhecemos sobre o autismo? Existe sujeito ali? No segundo eixo: percepções docentes sobre o autismo: o exercício do reconhecimento do sujeito. Nos momentos reflexivos para a finalização desta pesquisa, houveram demonstrações de que a presença e o reconhecimento do sujeito no discurso das docentes apresentam disparidade em relação a posição de "saber" que em todo momento demonstraram estar no discurso. Considerou-se a necessidade de escutar a criança, a partir de uma escuta efetivamente ativa para reconhecê-la como sujeito singular. Constatou-se a efetividade de um processo formativo em Psicanálise para que os docentes pudessem entender sobre o que a Psicanálise se propõe a fazer pela Educação no exercício do respeito a subjetividade das crianças com ou sem autismo.Nordeste-1application/pdfapplication/pdfporUniversidade IbirapueraPrograma de Pós-Graduação em EducaçãoBrasilUniversidade IbirapueraAGLIO, Débora Dalbosco e GARCIA, Cássia Leal Garcia. Uma experiência de educação sexual na pré-escola. 1997. Disponível em https://www.scielo.br/pdf/paideia/n12-13/08.pdf. Acesso em: 14 de nov. 2020. ALEMÁN, J. (2017). Uma esquerda lacaniana? – Entrevista por Renata Estrella. Subversos. Disponível em: https://www.iztacala.unam.mx/errancia/v18/polieticas_10.html. Acesso em: 24 jan. 2022. ALMEIDA, A.; NETO, A. Psicanálise e educação escolar: ressonâncias de Sándor Ferenczi para uma pedagogia do cuidado. Estilos clin. [online]. 2019, vol.24, n.2, pp. 262-275. AMERICAN PSYCHIATRIC ASSOCIATION. Diagnostic and statistical manual of mental disorders - DSM-V (DSM-5). Washington, DC: American Psychiatric Association, 2014. ANDRADE, Márcia Siqueira de. Ensinante e aprendente: a construção da autoria de pensamento. Constr. psicopedag., São Paulo , v. 14, n. 11, dez. 2006. Disponível em http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1415- 69542006000100005&lng=pt&nrm=iso . 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| spellingShingle | A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise Santos, Douglas Manoel Antonio de Abreu Pestana dos Análise de Discurso Educação e Psicanálise Autismo Reconhecimento de Sujeito Educação Análise de Discurso Educação e Psicanálise Autismo Reconhecimento de Sujeito |
| status_str | publishedVersion |
| title | A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise |
| title_full | A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise |
| title_fullStr | A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise |
| title_full_unstemmed | A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise |
| title_short | A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise |
| title_sort | A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise |
| topic | Análise de Discurso Educação e Psicanálise Autismo Reconhecimento de Sujeito Educação Análise de Discurso Educação e Psicanálise Autismo Reconhecimento de Sujeito |
| url | https://deposita.ibict.br/handle/deposita/361 |