Psicanálise em pesquisas: do impossível às suas potencialidades

• Ano de defesa: 2019
• Autor(a) principal: Mendes, Rita de Cássia Cardoso da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Psicologia
• Palavras-chave em Português: Psicanálise; Psychoanalysis; Pesquisa; Research; Universidades e faculdades; University; Política; Policy; Relações de poder; Power relations; Psicologia; Faculdades; Universidade; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/24990; http://dx.doi.org/10.14393/ufu.di.2019.1274

This paper presents an analysis on the psychoanalytic productions that discuss the relation between psychoanalysis and university, specifically with regard to the psychoanalytic investigations. Psychoanalysis has spread in the university, not only through its teaching and transmission in graduation courses, but mainly, in the postgraduate degrees, both in the masters and in the doctorate. In this context, we must reflect: what is the place and function of psychoanalysis in the field of research, which is one of the pillars of the university and where rules and strict methods prevail? Knowledge derived from the psychoanalytic method goes against the university production way. How is it possible to think of the position and role of research for psychoanalysis? Being aware of the tension between the psychoanalytic field and the university field, the main objective of this paper was to understand the way psychoanalysts have been allocated in the university field and the role of psychoanalysis research in academia. In order to achieve this goal, a survey was carried out in the dissertation and thesis repositories of five postgraduate programs, from the following universities: UFU, UFRJ, UERJ, UFRGS and UFMG. The aim was to collect dissertations and theses defended in the chosen institutions and other productions that explored the relationship between psychoanalysis and university or that discussed the psychoanalytic research in the university. Psychoanalysis as theory and method, accompanied by Bourdieu's field concept and Foucault's genealogy and power, served as a guide for this study. Reading guided by psychoanalytic listening and instrumentalized transfer enabled data analysis. The material was divided into three thematic groups. The first one examined the doubt raised about the relevance of the presence of psychoanalysis in the university, "Should psychoanalysis be taught in the university?" (Freud, 1919), in which the purpose was to fathom what changed or not in relation to the opinion of the psychoanalysis presence in the university in relation to the assumptions defended by Freud in his text. The second group, developed from the Freudian concept of Psychoanalysis presented in two of its perspectives: treatment method and research method, tried to understand how the analysts operate the method of investigation from the different opinions in relation to its use beyond the clinical practice. Finally, the third group was dedicated to presenting how psychoanalytic research has been developed in academia. Finally, the third group was dedicated to presenting how psychoanalytic research has been developed in academia. Thus, it was possible to glimpse some 'small pieces' of knowledge, in particular the existence of a policy for research in psychoanalysis, which aims two objectives. The first one concerns the recognition of the 'specificity' of the scientific vocation of psychoanalysis, by imposing its uniqueness in the face of academic-scientific ideals. The second objective emphasizes that, more important than mastering theory, the researcher modifies the way he incorporated the theory during the research developed in a way that is consistent with his method. Psychoanalysis nourishes on clinical practice in the different fields where it acts. And so, as long as it respects its political operator, that is, psychoanalytic ethics, it will always be free to make up its own principles of academic rigor and apply its investigation method, which includes the transference and uniqueness of the clinical case.