De que discurso se trata quando professores se dizem padecidos

• Ano de defesa: 2015
• Autor(a) principal: Bárbara Oliveira Paulino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Psicanálise e Educação; Orientação clínica; Padecimento docente; Discurso da histeria; Educação; Psicanálise e educação; Professores - Aspectos psicológicos; Histeria
• Link de acesso: http://hdl.handle.net/1843/57786

The present dissertation is part of a larger work, the result of a teacher listening joint effort from a clinical device of analysis and intervention with teachers of public schools of Belo Horizonte, which recognize themselves as mentally diseased. Psychoanalysis was the theory chosen to guide our way, relying on Freud, Lacan and contemporary psychoanalytical production when applied to social practices. Because we were dealing with subjects taken into their singularities and subjective positions, the clinical guidance method allowed, in addition to collecting the material to be analyzed, the researched object to be treated as a subject through their speech, permeated with contradictions, conflicts and uncertainties. It was intended to investigate what type of knowledge teachers have produced about themselves and about the diseased ways of dealing with the profession and also examine how teachers appropriate the contemporary discourses about mental suffering and forms of treatment offered to the psychological distress experienced by them. If the public school teachers who presented themselves to us seemed diseased, anxious, distressed, depressed, suffering from panic and anxiety attacks and other forms of suffering, what became evident in their speech is a delicate place, mostly a complainant relationship with the school. Without disregarding the structural problems of a devalued and unauthorized place that education occupies today, shaken mental health appears to be the main complaint of many of those who were with us. Although taking the risk of generalization, we propose as a hypothesis and certified that mimetically, the discourse of hysteria would be the conductor of the speech of those teachers. To tell us of their forms of suffering, its symptoms and its frustration, these teachers seem to be in a place of unsatisfied desire which is directed to the Other personified by the school as the one that should have the answers, although judged by them as flawed. At the same time inflated in its dimensions and emptied in its direction, the school would figure as the trigger for a series of psychopathologies concerning itself as much as they relate to the subject, which sees the complaint as a chance to point out an external hole, certainly not without suffering. Our findings are not meant to silence or discredit the serious state of suffering in wich teachers find themselves today, on the contrary, we must go 10 deeper into their speech and notice in them the possibility of elaborating the current situation. In proposing the reading that will follow, it should be noted once again the current privileged place of the hysterical position to bring to bear the full weight of its own speech. And eventhough we are able to talk from a demanding speak place, it is in hystericization of the speech, first condition to the clinical principle, that lies the possibility of speaking, and even more, to make ourselves heard.