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| Author(s): |
Ana Carolina Barros Silva
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) |
| Defense date: | 2019-11-26 |
| Examining board members: |
Claudia Rosa Riolfi;
Ana Maria Medeiros da Costa;
Leandro de Lajonquière;
João Boaventura Ima Panzo;
Ilaria Pirone;
Eric Plaisance
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| Advisor: | Claudia Rosa Riolfi |
| Abstract | |
Having hope is a condition for teaching. It\'s about waiting without expectation, but assuming that a child can always learn something. Therefore, it is necessary, on the part of the teacher, to place a bet and sustain this desiring place that gives rise to the transference. When adults can dream a future for the child, there are effects. Having a utopia for them seems fundamental to us. This is the thesis we seek to defend throughout this work. Our reflections were born from experiences lived in Angolan and Mozambican schools, where we observed traits that tended to repeat, in the child\'s attempts to learn as well as in the teacher\'s attempts to teach. More particularly, we investigate how the unspoken, as significant mute elements circulating in culture, can be transmitted by the established transfer between teachers and students, in the form of an unconscious knowledge that, finding no room for symbolization, returns in symptomatic productions that can mark a child\'s learning path to writing. The analysis privileged the examination of traits that seem to point to an unconscious position of the subject in relation to the desire of the Other, that often emerged as deadlocks in the position of the subject and, consequently, in the face of knowledge. These unconscious marks that insist on repeating the social bond produce similar symptoms, generation after generation, sending us the transmission of the unspoken to support the non-symbolization and the crystallization of imaginary places for students and teachers. Thus, our object of investigation consisted of the ways in which the subject\'s position can relate to this subject\'s place in the Other\'s desire and consequently affect the child\'s relationship with knowledge. (AU) | |
| FAPESP's process: | 16/02963-9 - Impasses in the learning of reading and writing in complex linguistic contexts |
| Grantee: | Ana Carolina Barros Silva |
| Support Opportunities: | Scholarships in Brazil - Doctorate |