The alterity in the migrant's schooling: between silence and noise

• Grant number: 21/10250-0
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate
• Start date: January 05, 2022
• End date: January 04, 2023
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Miriam Debieux Rosa
• Grantee: Joana Sampaio Primo
• Supervisor: Aurelie Maurin Souvignet
• Host Institution: Instituto de Psicologia (IP). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Institution abroad: Université Paris 13 - Nord, France
• Associated to the scholarship: 19/12316-9 - The alterity in the schooling of immigrants: between silence and noise, BP.DR

Abstract

The present research project aims to investigate, in municipal schools of the city of São Paulo, the subjective and institutional effects of discourses that affect immigrant students and children of immigrants. We hypothesize that these students are being placed, predominantly, in the place of those who do not share the same codes, of those who are not part of the same group, of those who do not speak the same language, and therefore of who may end up materializing in his body the position of being always the part, materialization accompanied by the increasing increase of diagnosis of the Autism Spectrum Disorder in immigrant populations in the city of São Paulo. We organize our research in three main stages: first, in the production of silencing, the main symptom that has been followed in the city of São Paulo and in other countries, which needs to include a discussion about language, language and speech; second, in the resumption of the fundamental psychoanalytical concepts that support us in our research and make us move towards clinical-political practices (Rosa, 2016) in schools, and, finally, in the resumption of studies on the construction of the figure of the immigrant , since we know that inter-territorial displacements have not always been taken as migratory movements, we intend to relate to this study the discussions about schools in modernity, focusing on the specificities of the Brazilian case. In order to do so, we will walk from two sources of work, which will be occurring simultaneously during the whole process: in the first, we will resume and update the bibliographic research pertinent to the theme (language, psychoanalysis implied, immigration, alterity, education and modernity) in the second, we will take the material from our clinical-political interventions in the municipal schools of the city of São Paulo and France as clinical fragments collected from the psychoanalytic listening of the field. We understand that this methodological process allows, at the same time, a historical and bibliographical research that places its bases of analysis and puts itself to the test of reality (Foucault, 2000). (AU)