Intersubjetividade e dimensão formativa da intervenção psicanalítica na escola

Abstract

This investigation focuses on the work of psychology in public schools based on psychoanalysis, recognizing its complexity and interdisciplinary character. The topic gained relevance with the enactment of Law 13,935/2019, which obliges public education networks to have psychologists and social workers on their staff, which intensified the debate about what they do. The research starts from the question: how psychology, which adds to education and school, can, based on psychoanalysis and the notion of intersubjectivity, contribute to non-individualizing, non-objectifying and non-pathologizing processes, but rather focused on subjectivation and to the emancipation of subjects, as a result of their intervention? The general objective of the study is to systematize a psychoanalytic practice that has been carried out by the author within the school for 18 years, analyzing the effects of the intervention carried out there, through the concept of intersubjectivity. This practice is based on the principle that the psychoanalytic position involved with school articulates two dimensions: 1. the recognition of the diagnosis of the present time and the place of education inserted in this context; and, 2. the dissemination of an ethical-political position - inherent to the psychoanalytic method - in each intervention carried out. The fundamental assumption is that the notion of intersubjectivity links both dimensions - the theoretical-critical and the clinical-interventional -, being the key concept of the research. It is understood that intersubjectivity refers to the relationship structure through which subjectivity is constituted, namely, the relationship with another human in a position of otherness, with reciprocal effects. From an intersubjective perspective, the subject on whom listening and psychoanalytic intervention at school focuses is not just the "student-problem", but rather the entire structure of relationships involved in their educational process, where transformations must take place. This structure includes family members, management and pedagogical coordination teams, teachers, monitors and, when necessary, includes the broader support network. The thesis defended is that the psychoanalyst's intervention at school, when supported by the concept of intersubjectivity, has as one of its important effects a broad formative dimension for everyone involved. For this reason, the methodological perspectives adopted are the hermeneutic treatment of bibliographic material and the case study, narrating fragments of intervention from the researcher's experience. Five chapters are structured. The first deals with the arrival of psychology at school, explaining the concepts of clinic, education and intersubjectivity, proposing a psychoanalytic practice distinct from the establishment of psychotherapeutic processes. The second, taking the critical-conceptual aspect of intersubjectivity, articulates a diagnosis of the time in order to explain the consequences of neoliberal rationality, the promotion of neuroculture and individualism, a factor that attacks the deepest core of the human condition: the intersubjective bond . The third and fourth chapters are the theoretical heart of the thesis, where the concept of intersubjectivity is developed from psychoanalysis. The fifth chapter presents the researcher's psychoanalytic practice at school, bringing evidence of the concrete interventions carried out there, with intersubjectivity as the clinical-interventional resource that gives it direction. It is concluded that the psychoanalytic intervention that ensures the formation and maintenance of intersubjective bonds, not only family ones, but also extended bonds, producing different levels of involvement with each other, produces co-responsibility effects for problem situations at school, being This is an important training dimension.