Escola para todos e para cada um : implicações da escuta psicanalítica com professoras frente aos processos de inclusão escolar
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| Main Author: | |
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| Publication Date: | 2025 |
| Format: | Master thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/9650 |
Summary: | Based on the question of what is the potential of a collective psychoanalytic listening space as a transformation driving device in a context of interventive/formative process on school inclusion with elementary school teachers, this research was based on a listening group of teachers who work with students from grades 1 to 5 at a public school in Porto Alegre, RS. Of a qualitative and exploratory nature, the study used bibliographical procedures and intervention research to achieve its objectives. The bibliographical research covered the trajectory of the special education in Brazil, highlighting fundamental aspects of the current reality, both in terms of the law and what is happening in society. The ethical principles of psychoanalytic listening were presented, highlighting its potential for interlocution with the educational field. The intervention research provided a listening space with the teachers, and the group development was carried out using the Conversations methodology, an extended psychoanalytic practice developed by Jacques Allain-Miller. Through group meetings, a lively discussion was fostered among the participants, using collective free association to discuss a point of suffering or an impasse faced with an unbearable reality that causes discomfort in the work of teachers involved in school inclusion processes. During the research, focus groups with the teachers were also used on two occasions, and the research diary tool was used as a space for individual free association. At the end of the research, data analysis enabled the construction of a narrative that gave meaning to the teachers' statements and the subjective movements perceived throughout the process. It became possible to identify points of discomfort related to school inclusion processes, as well as highlight the need to create listening spaces in the educational environment as a condition for recognizing the subjectivity of teachers as fundamental agents in the realization of inclusion. |
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