Simone Zanon Moschen

Entre o texto e a vida: uma leitura sobre as políticas de educação especial

A margem da agenda politica do Estado, a educacao especial tradicionalmente se organizou como atendimento educacional especializado substitutivo ao ensino comum, em classes e escolas especiais. Nas ultimas decadas, o Brasil, em consonância com movimentos internacionais, estabeleceu uma serie de leis, politicas e programas para combater as desigualdades e a exclusao escolar. Nesse movimento, sujeitos com transtornos globais do desenvolvimento (TGD), tradicionalmente apartados dos processos de escolarizacao, sao recebidos nas salas de aula e no velho patio da escola. Quais racionalidades sustentam as formas de nomear e identificar esses alunos? Como compreender as relacoes entre os diagnosticos, as politicas e a inscricao das (im)possibilidades escolares? Em que medida as politicas inclusivas de educacao especial desconstroem sentidos que relacionam os TGD a ineducabilidade, ou, ainda, a diferenca a anormalidade e a inferioridade? O presente ensaio discute a implementacao das diretrizes inclusivas considerando o texto politico e seus efeitos no contexto da pratica. A hermeneutica filosofica oferece os tempos e os focos da leitura. O argumento e tecido com e a partir das falas de um aluno e de professores, em diferentes campos de pesquisa. Do texto a vida, o incremento das matriculas; a proliferacao dos sentidos sobre esses alunos e as possibilidades escolares; a atualizacao de antigos impasses perante o novo, o diferente. Se, no âmbito dos principios, sao reconhecidas a igualdade e as diferencas, na concretude das escolas ainda persiste a nocao do diferente como desigual. Da inclusao ao pertencimento, aposta-se no dialogo como valoracao da alteridade e condicao de pertenca.

Diagnóstico e escolarização: gestos de leitura em Educação Especial

The present work proposes to take the diagnosis as a gesture of reading which includes its production conditions. To do so, it retakes the concept of language operated by psychoanalysis whose model started with Freud’s work – The Interpretation of Dreams (1900). Putting reading into the scene aims to open space so that in the attribution of meaning that all diagnosis addresses it is inscribed the possibility that an unforeseen diagnosis may arise in the school development of those said to be the subjects of special education.

“Tu não vais me faltar”: tessituras entre fantasma e (de)negação nas psicoses

The concept of (de)negation was set by Freud and was based on the sense of repression and the treatment of neuroses. It is a specific mechanism that connects negation and affirmation. This article aims to establish its originality by first proposing that the different tessituras of negation and affirmation are equally recurrent in psychoses. It is worth emphasizing that theoretical-clinical studies which phenomenologically and structurally articulate denegation and psychoses are still scarce. Such singular tessituras, which are different from the Freudian negation, are herein denominated (de)negation. Secondly, the originality of the current study lies on the aspect that it does not view (de)negation as merely a clinical phenomenon, but also as an operator itself in the treatment of psychoses. Thus, this hypothesis is supported by the clinical case of an adolescent herein named Luizel. Finally, the article aims to evince the intrinsic relationship between (de)negation and fantasy in appeasing the psychotic symptoms in transference.

Psicanalisi, educazione speciale e formazione di insegnanti. La costruzione del caso come dispositivo di inclusione scolastica

The text studies the special education in Brazil and describes an experience about a continuing education course addressed to teachers that work with children and made by researchers of differ field of knowledge (pedagogy, psychology, philoso- phy and psychoanalysis).

Psicanálise e educação: os paradoxos da alteridade

This article approaches the concept of otherness in a correlation between Psychoanalysis and Education. As a condition for both disciplines a difference must be placed between the other as a peer; the inscription of the Other operating a particular process of cultural insertion; and the radical and inapprehensible other. Among them we identify a certain mode of production of the subject that necessarily regards the relation with the otherbut does not take place without obstacles. What are the paradoxes of otherness? Our question leads us to examine the relation of the subject with three registers of otherness.