Cristiana Carneiro

Infância e adolescência: como chegam as queixas escolares à saúde mental?

This paper discusses the results of a pilot study conducted between January and June 2012 in the Department of Child and Adolescent Psychiatry, Institute of Psychiatry, at UFRJ. This is an exploratory study, through documentary analysis, which tracked complaints related to schooling within the universe of triage cases in the said period. Therefore, it had the goal of mapping school complaints that were recorded at the front door of a university psychiatry service. It presents the main complaints made by schools on mental health focused on childhood and adolescence from 285 triage records, as well as age and gender analyses based on the entry into the service. It also discusses how the school complaints are described from six triage reports pointing to the importance of the contradictory standout in the original complaint. It concludes that about one third of those seeking this service of childhood and adolescence psychiatry presents initial complaints involving schooling, then learning difficulty and agitation were prevalent.

O estudo de casos múltiplos: estratégia de pesquisa em psicanálise e educação

The case study will be discussed as a research methodology for connecting psychoanalysis and education. This discussion is part of the study carried out by the partnership between the Interdisciplinary Center for Study and Research for Contemporary Childhood and Adolescence of the Federal University of Rio de Janeiro (NIPIAC-UFRJ), the Institute of Psychiatry (UFRJ), the School of Education of UFRJ, and the Fluminense Federal University (UFF), which analyzed cases of children and adolescents with difficulties in their schooling. By the topic of discontent in schooling, the association between case study and intervention research was useful to analyze contemporary phenomena inserted in real life contexts (Yin, 2005). We discuss the importance of case definition, of the question of study and production of material, its organization and analysis, as well as results and products. Finally, we carry out a reflection on the methodological challenges found in the research.

Quem é o outro, o diferente? Reflexões sobre psicanálise e educação

This article intends to think destination in Freud as a concept that necessarily implies a reflection on human nature, since it refers to the temporal trajectory of the subjects. This initiative, in our view, enriches a discussion about the place of the other in educational activity, essential for inclusive practice. The concept of destiny involves meanings for “human nature” that influence practice, since focus on the ideas we have of the other. It is in this direction that psychoanalysis shows us the way: the knowledge of the truth and desire of the subject itself. In this case, the difference would not only respect each other, but refers to an ignorance that each has for himself. Accept the power of difference is live with our own condition of ignorance about ourselves, is to visualize the human journey is always marked by some wandering.