A Presença e o reconhecimento da criança autista - Enlaces entre análise de discurso e psicanálise

Abstract

Throughout the writing of this project, we had the premise of reflecting on the possibilities and implications of teaching from the interlocution of Discourse Analysis (DA), Psychoanalysis and Autism. The general objective proposed in this work was to contribute with the insertion of psychoanalytic thought as a possibility of understanding what can or cannot be explained in the inclusion of the autistic student, respecting the spaces in which psychoanalysis holds to help in this understanding. It was observed if the teacher considers the autistic student, besides his/her limitation, considering his/her subjectivity and diversity based on the psychoanalytic instrument - APEGI. The link between Freudian and Lacanian theoretical references was considered, seeking psychoanalytic fragments that would allow us to look at autism in the discourse of teachers of autistic children in regular education. For this purpose, we considered organizing this research in four moments, and so the first note emerged with the following question: is there convergence between psychoanalysis and education? Therefore, CHAPTER 1 begins with the selection of the corpus of analysis, followed by a brief link of the way in which psychoanalysis observes autism from Jean-Claude Maleval. In CHAPTER 2 a reflection on THE AUTIST CHILD'S INFANCY was made with "camera close" on the "POLITICALLY CORRECT" that goes through a critical analysis on the union of psychoanalysis, from the concept of politically correct today. In CHAPTER 3 we deal with the Adversities of the transmission at school that still makes reflections on Psychoanalysis and Education and finally, in CHAPTER 4 - on the Methodological Path - we expose the methodological way in which this research was organized - Showing the Procedures for the analysis of the data collected that we divided into two axes that were guided by the APEGI Protocol - First Axis - what do we know about autism? Is there a subject there? Second axis - Teachers' perceptions about autism: the exercise of subject recognition. In the reflective moments for the finalization of this research, there was evidence that the presence and the recognition of the subject in the teachers' discourse presents a disparity in relation to the position of "knowing" that they demonstrated to be always. It was considered the need to listen to the child from an effectively active listening to recognize him as a singular subject. The effectiveness of a formative process in psychoanalysis was verified so that teachers could understand what psychoanalysis proposes to do for education in the exercise of respecting the subjectivity of children with or without autism. Keywords : Discourse Analysis ; Education and Psychoanalysis ; Autism ; Subject Recognition