The anxiety of a teacher in front of a student : a study with first grade teachers

Orientador: Ana ArchangeloDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de EducaçãoResumo: A preocupação em relação aos professores deixou de ser exclusivamente com sua formação, dadas as indicações de que algumas dificuldades enfrentadas por eles têm envolvido a esfera afetiva, além das tradicionalmente consideradas, como a política e a cognitiva. Isso pode ser facilmente percebido atualmente pelo alto número de afastamentos e licenças de professores consequentes de problemas de saúde, grande parte deles, emocionais. Tendo em vista a dificuldade emocional enfrentada por eles, o trabalho trata da angústia sentida pelos professores diante dos alunos. Para tanto foi realizada uma análise psicanalítica do fenômeno da angústia com seis professoras de 1ª a 4ª séries do Ensino Fundamental de uma escola pública, análise essa baseada no conceito de angústia de Freud, que o define como reação a uma situação de perigo, ao desamparo psíquico ou físico diante de uma situação traumática. Foram considerados também os conceitos de ansiedade persecutória e ansiedade depressiva de Melanie Klein. O trabalho discute a pesquisa em psicanálise, o método psicanalítico, a sua importância em privilegiar o singular, a subjetividade dos sujeitos e a possibilidade de pesquisa por um não-analista, devido ao setting da pesquisa ser diferente do setting da análise. Discute ainda as angústias em nosso mundo contemporâneo, as mudanças ocorridas em nossa sociedade e como elas influenciam o psiquismo dos sujeitos de nossa época, a escola pública atual e o que é "ser professor" hoje. Traz o relato das seis entrevistas realizadas, suas análises e a partir delas, uma análise geral do fenômeno de angústia, com temas que atravessam esse fenômeno como a perda de autoridade, o ódio na relação professor-aluno e a forma como os professores lidam com esse sentimento. Alguns professores são dispersivos quanto à sua angústia, outros faltam às aulas para lidar com ela, negam os sentimentos que os alunos despertam neles, ou projetam a responsabilidade pelos alunos com dificuldade em outras figuras da escola. E por fim discute a importância da angústia na relação professor-aluno, pois quando a angústia é tolerada, é de grande importância para a realização do trabalho, pois é por sentir essa angústia que o professor pode se preocupar, questionar-se, pensar sobre o problema e tentar encontrar novos caminhos de atuação.Abstract: The concern about teachers is no long exclusively related to their formation, due to the indications of some difficulties that they have had to face which involve the dedicated position, besides those traditionally taken into consideration such as policy and cognitive. This can easily be seen today by the high number of dismissals and leaves of absence of teachers as a consequence to health problems, most of them emotional. Keeping in mind the emotional difficulties they face, this study deals with the anxiety felt by the teachers with students, through a psychoanalytical analysis of the anxieties of six teachers of 1st-4th grades of an elementary public school, based on Freud's concept of anxiety (this concept is defined as a reaction to a situation of danger referring to the physical or psychic helplessness when faced with a traumatic situation) and of Melanie Klein's concepts of demandable and depressive anxieties. The study discusses the investigation in psychoanalysis, the psychoanalytical method, and the importance of favoring the individual, the subjectivity of people and the possibility of research by someone who is not an analyst, due to the setting of the research being different from that of analysis. It discusses the anxieties in our contemporary world, the changes that occur in our society and how they influence the psyche of the subjects of our era, the public school nowadays and what it is to be a teacher today. There are the six interviews, the analyses and from them, a general analysis of the anxiety phenomenon, with themes which pass through this phenomenon such as, loss of authority, hate in the teacher-student relationship and how the teachers deal with this feeling. Some teachers are vague as to their anxieties while others miss classes in order to deal with them, deny the feelings that the students arouse in them or project the responsibility for the students with problems to other people in the school. Finally, the importance of anxiety in the teacher-student relationship is discussed since, when the anxiety is tolerated, it is of great importance for the completion of the work, because it is by feeling this anxiety that the teacher can worry about it, question him/herself, think about the problem and try to find new paths of action.MestradoPsicologia EducacionalMestre em Educaçã

O conflito da diferença na escola: uma visão psicanalítica

Vivemos em tempos de hegemonia do discurso sobre a inclusão, sobre o direito às diferenças, que, embora fundamental, tem gerado muito desconforto no interior das escolas. Este artigo procura demonstrar que o dilema entre a busca pela igualdade e a busca pela diferença não é falso para os moldes do discurso de uma agenda estritamente política; mas o é, de uma perspectiva social, desde que se leve em consideração que esta última não se dissocia de uma perspectiva psíquica. À luz do referencial psicanalítico kleiniano e bioniano, a diferença é concebida como o ponto de inflexão que inaugura o conflito e com ele coincide. A partir disso, o artigo discute que as instituições escolares revelam diferentes maneiras de acolher (ou não) o que cada um traz para a escola – suas particularidades, ansiedades, formas de sentir, de aprender, de desenvolver as diferenças –, acabando por oferecer, às reais necessidades dos sujeitos que ali estão, diariamente, distintas possibilidades de elaboração. São características de alguns perfis de instituição, os quais se descrevem como: a escola negligente; a escola homogeneizadora; a escola ingênua e a escola acolhedora.We live in times of hegemony of the discourse about inclusion, the right of differences, which, although fundamental, has brought great discomfort within schools. This article seeks to demonstrate that the dilemma between the search for equality and of difference is not false for the models of addressing a strictly political agenda; but is one of a social perspective, if one takes into consideration that the latter is not disassociated from a psychic perspective. From a Kleinian and Bionian psychoanalytic view, the difference is conceived as the point of inflection, which initiates the conflict and coincides with it. Based on this, the article discusses that the school systems reveal different ways to receive (or not) that which each one brings to school – one's particularities, anxieties, ways of feeling, learning, of developing the differences -; end up offering to the real necessities of those who are there daily, distinct possibilities of elaboration. These are characteristics of some institution profiles, which are described as: a negligent school, school homogenizers, a naïve school and a receptive school

Antisocial behaviour at school: a study from the perspective of D. W. Winnicott

A pesquisa tem como objetivo conhecer a dinâmica do comportamento antissocial na escola e a relação que o aluno estabelece com seus membros, especialmente com o professor. Foi utilizada a metodologia clínico-qualitativa. A pesquisa foi realizada em uma escola pública de Ensino Fundamental de 2º a 5º anos e foram acompanhados três alunos com comportamento antissocial, durante um ano letivo. Consideraram-se comportamentos antissociais aqueles definidos pela escola como o sendo, especialmente por tais alunos agredirem verbal e fisicamente colegas e adultos; excetuando-se os casos de comportamento definidos pela escola como antissociais, mas que tinham como característica o isolamento ou afastamento do aluno em relação às outras crianças ou aos adultos. O presente trabalho traz aspectos da educação e da escola, aborda temas como as políticas públicas educacionais e a intersecção das áreas de Psicologia e Educação. Apresenta algumas abordagens de questões escolares como a função da escola, a relação professor e aluno e o conceito de escola significativa. São apresentados alguns conceitos da teoria de D. W. Winnicott considerados importantes para a discussão da pesquisa: alguns aspectos do desenvolvimento, Winnicott e educação e a tendência antissocial para esse autor. Descreve-se a escola pesquisada, discute-se especialmente um aluno acompanhado e a escola como ambiente de crescimento. Por fim, apresentam-se algumas reflexões a partir da pesquisa; discute-se a relação dos professores com os alunos, a dificuldade de alguns adultos de notarem melhoras nas crianças, os sentimentos negativos do professor em relação ao aluno, a questão da tendência antissocial na escola e a possiblidade de o professor e a escola contribuírem para o desenvolvimento emocional da criança. Espera-se que o estudo possa contribuir para o entendimento do comportamento antissocial do aluno pelos membros da escola e, especialmente, pelo professor, com quem passa a maior parte do tempo do período escolar, e que isso possa possibilitar-lhes lidar melhor com seus alunos que apresentam tal comportamento. O conhecimento da teoria de Winnicott pode auxiliar o professor a promover a saúde e o desenvolvimento emocional do aluno e ajudar a criança que teve falhas ambientais a retomar esse processo, na medida em que compreende melhor o desenvolvimento infantil e suas dificuldades e as condições favoráveis para um amadurecimento saudávelThis research aims at understanding the dynamic of antisocial behaviour at school and the relation the student establishes with the members of the school, especially the teacher. The clinical-qualitative methodology was used. This research was performed in a Primary Public School that offers from the second to the fifth grades. Three students who show antisocial behaviour were followed during a whole school year. We considered the antisocial behaviour described by the school as being actions that attack other children and adults verbally or physically, as well as the characteristics of isolation and withdrawal. Having said that, only the students who have actually attacked someone were selected for this research. After presenting aspects of education and the school, this research brings themes such as educational public policies and the intersection of Psychology and Education fields. It presents some approaches of school issues such as the function of school, the relationship between students and teachers and the concept of meaningful school. Some concepts from the theory of D. W. Winnicott are presented, which are considered important for the discussion in this research: some aspects of development, Winnicott and education, and the antisocial tendency according to this author. It describes the studied school, especially discussing one student and the school as a growth environment. At last, it presents some reflections that arose from this research: the relationship between teachers and students. It also discusses some aspects, such as the difficulty of some adults to see improvement in the children, the negative feelings of the teachers towards the student, the issue of antisocial tendency at school and the possibility of the teacher to contribute to the emotional development of the child. We hope that this study can contribute to a better understanding of the student antisocial behaviour from the members of the school and especially the teacher, with whom he/she spend most of his/her school time with. Understanding the dynamics of this behaviour can provide the school and the teacher with the opportunity to deal better with the students who show this behaviour. Knowing the theory of Winnicott can help the teacher so that he/she can promote the students health and emotional development and help the student who has had environmental drawbacks to retake this process, as he/she can better understand childrens development and its difficulties and the favourable conditions for a healthy developmen

The conflict of difference at school: A psychoanalytic view

 We live in times of hegemony of the discourse about inclusion, the right of differences, which, although fundamental, has brought great discomfort within schools. This article seeks to demonstrate that the dilemma between the search for equality and of difference is not false for the models of addressing a strictly political agenda; but is one of a social perspective, if one takes into consideration that the latter is not disassociated from a psychic perspective. From a Kleinian and Bionian psychoanalytic view, the difference is conceived as the point of inflection, which initiates the conflict and coincides with it. Based on this, the article discusses that the school systems reveal different ways to receive (or not) that which each one brings to school – one’s particularities, anxieties, ways of feeling, learning, of developing the differences -; end up offering to the real necessities of those who are there daily, distinct possibilities of elaboration. These are characteristics of some institution profiles, which are described as: a negligent school, school homogenizers, a naïve school and a receptive school. AbstractWe live in times of hegemony of the discourse about inclusion, the right of differences, which, although fundamental, has brought great discomfort within schools. This article seeks to demonstrate that the dilemma between the search for equality and of difference is not false for the models of addressing a strictly political agenda; but is one of a social perspective, if one takes into consideration that the latter is not disassociated from a psychic perspective. From a Kleinian and Bionian psychoanalytic view, the difference is conceived as the point of inflection, which initiates the conflict and coincides with it. Based on this, the article discusses that the school systems reveal different ways to receive (or not) that which each one brings to school – one’s particularities, anxieties, ways of feeling, learning, of developing the differences -; end up offering to the real necessities of those who are there daily, distinct possibilities of elaboration. These are characteristics of some institution profiles, which are described as: a negligent school, school homogenizers, a naïve school and a receptive school

O conflito da diferença na escola: uma visão psicanalítica

Vivemos em tempos de hegemonia do discurso sobre a inclusão, sobre o direito às diferenças, que, embora fundamental, tem gerado muito desconforto no interior das escolas. Este artigo procura demonstrar que o dilema entre a busca pela igualdade e a busca pela diferença não é falso para os moldes do discurso de uma agenda estritamente política; mas o é, de uma perspectiva social, desde que se leve em consideração que esta última não se dissocia de uma perspectiva psíquica. À luz do referencial psicanalítico kleiniano e bioniano, a diferença é concebida como o ponto de inflexão que inaugura o conflito e com ele coincide. A partir disso, o artigo discute que as instituições escolares revelam diferentes maneiras de acolher (ou não) o que cada um traz para a escola – suas particularidades, ansiedades, formas de sentir, de aprender, de desenvolver as diferenças –, acabando por oferecer, às reais necessidades dos sujeitos que ali estão, diariamente, distintas possibilidades de elaboração. São características de alguns perfis de instituição, os quais se descrevem como: a escola negligente; a escola homogeneizadora; a escola ingênua e a escola acolhedora. </jats:p

he conflict of difference at school: a psychoanalytic view

 We live in times of hegemony of the discourse about inclusion, the right of differences, which, although fundamental, has brought great discomfort within schools. This article seeks to demonstrate that the dilemma between the search for equality and of difference is not false for the models of addressing a strictly political agenda; but is one of a social perspective, if one takes into consideration that the latter is not disassociated from a psychic perspective. From a Kleinian and Bionian psychoanalytic view, the difference is conceived as the point of inflection, which initiates the conflict and coincides with it. Based on this, the article discusses that the school systems reveal different ways to receive (or not) that which each one brings to school – one’s particularities, anxieties, ways of feeling, learning, of developing the differences -; end up offering to the real necessities of those who are there daily, distinct possibilities of elaboration. These are characteristics of some institution profiles, which are described as: a negligent school, school homogenizers, a naïve school and a receptive school. AbstractWe live in times of hegemony of the discourse about inclusion, the right of differences, which, although fundamental, has brought great discomfort within schools. This article seeks to demonstrate that the dilemma between the search for equality and of difference is not false for the models of addressing a strictly political agenda; but is one of a social perspective, if one takes into consideration that the latter is not disassociated from a psychic perspective. From a Kleinian and Bionian psychoanalytic view, the difference is conceived as the point of inflection, which initiates the conflict and coincides with it. Based on this, the article discusses that the school systems reveal different ways to receive (or not) that which each one brings to school – one’s particularities, anxieties, ways of feeling, learning, of developing the differences -; end up offering to the real necessities of those who are there daily, distinct possibilities of elaboration. These are characteristics of some institution profiles, which are described as: a negligent school, school homogenizers, a naïve school and a receptive school