A experiência da conversação psicanalítica com adolescentes em uma escola de ensino médio: reflexões sobre o método

Abstract

The overall objective of this study is to understand how psychoanalytic conversations help to construct a narrative of psychological distress among adolescents at a public school located in Grande Bom Jardim, Fortaleza. The proposal is justified by the understanding that psychiatric diagnosis is increasingly present within schools considering this topic, ways of referring to discontents are incorporated into a universal grammar, in which the subject sometimes finds themselves hostage to their symptoms. Thus, the specific objectives are: Present conversations as a form of intervention research based on psychoanalysis; understand how adolescents appropriate the conversation device in constructing a narrative about themselves and map the challenges of the method based on the experience carried out. The methodological approach consisted of two stages, being the first, conversations with high school students at a school in Grande Bom Jardim, Fortaleza. Based on empirical experience, the second step was a theoretical discussion of how the method facilitates the construction of narratives about oneself. Following the completion of this step, on the first chapter it is discussed the concept of adolescence from a socio-historical and psychoanalytical perspective and its resonance in the school context. The second chapter, describes how adolescents appropriate the conversation method by constructing a table of signifier movements, as well as addressing two main potentialities of these tools, the possibility of creating a narrative on their own behalf and the function of this space for listening and addressing situations of violence that these adolescents experience. Thus, it is highlighted a discussion about the concept of discursive helplessness and social bonds, linking it to the narrativization of psychological suffering. In addition, the use of humor and jokes to explore how these elements appeared in the conversations. Thus, the objective is to achieve the use of conversation as a collectivized free association, mediated by transference, establishing a space for listening and speaking at school, enabling the construction of a unique knowledge that transcends hegemonic nosography, or at least shakes up what has become crystallized.