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Master's Dissertation
DOI
10.11606/D.48.2015.tde-19112015-132026
Document
Author
Full name
Vera Lucia Casagrande Ardito
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2015
Supervisor
Committee
Mrech, Leny Magalhaes (President)
Bastos, Alice Beatriz Barretto Izique
Cardieri, Elisabete
Title in Portuguese
Psicanálise e educação: algumas questões acerca do saber
Keywords in Portuguese
Aprendizagem
Conhecimento
Educação
Fracasso escolar
Psicanálise
Saber
Abstract in Portuguese
O trabalho se propõe a uma discussão a respeito dos conceitos de conhecimento e de saber no campo da Filosofia, da Educação e da Psicanálise, para uma reflexão acerca da aprendizagem escolar de seis alunos do Ensino Fundamental, sendo três considerados bons alunos e três, com baixo desempenho. Assim, embasado na abordagem psicanalítica, demonstra que, diferentemente da Filosofia e da Educação, a Psicanálise compreende o saber localizado no inconsciente, entendido como cadeia significante, ou seja, na correlação de significante a significante. Paralelamente, o conhecimento, como visto pela Ciência, está postulado na reciprocidade entre significante e significado, tentando estabelecer uma relação fixa entre eles. Dentro desse raciocínio, a aprendizagem acontece quando o sujeito (re)constrói o conhecimento do Outro para si e em si e, dessa forma, constrói-se como sujeito desiderativo e inteligente. A pesquisa realizada teve o intento de perceber semelhanças e diferenças entre os bons alunos e os aqueles denominados com baixo desempenho escolar. Notou-se que, nos dois casos, não há construção de saber, apenas reprodução e se percebeu, dessa forma, que não está ocorrendo a aprendizagem, daí se chegar ao impasse que se instala entre a escola e o sujeito.
Title in English
Psychoanalysis and education: some questions about know
Keywords in English
Education
Know
Knowledge
Learning
Psychoanalysis
School failure
Abstract in English
This paper proposes a discussion between the concepts of knowledge and know, in the field of Philosophy, Education and Psychoanalysis for a reflection on the school learning of six students of elementary school, three students considered good ones, and three underperforming. Thus, based on the psychoanalytic approach, shows that unlike Philosophy and Education, Psychoanalysis understands the knowledge located in the unconscious and understood as signifying chain, that is to say, the correlation from signifier to signifier. Meanwhile, the knowledge, as seen by science, it is postulated reciprocity between signifier and signified, trying to establish a fixed relationship between them. Within this reasoning, learning happens when the subject (re)construct the knowledge for themselves and the Other itself, and thus, it is constructed as a desiderative and intelligent subject. The survey had the intent to perceive similarities and differences between the good students and those with poor school performance. It was noted that, in both cases, there is no building to knowledge. It can be seen therefore, that any of the participants, that learning is not occurring, then get to the impasse that installs between the school and the subject.
 
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Publishing Date
2015-12-17
 
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