Educação e psicanálise na obra de Françoise Dolto: intervenções junto a crianças com sinais de autismo

Abstract

This dissertation presents the Master's Research in Education, which aimed to identify and analyze the contributions of Françoise Dolto's psychoanalysis to the education of children with signs of autism. Given the lived experiences and the anxieties of "being a teacher" for an autistic child, our research problem sought to answer: what are the contributions and possible interventions, based on Doltonian psychoanalysis, for the education of children with signs of autism? Autism has been increasingly discussed in contemporary society, so that fields of knowledge that demonstrate interest in this issue are articulated, such as psychology, pedagogy, medicine, psychoanalysis, psychiatry, among others. Furthermore, we seek to elucidate historical and social factors that can influence the conception and treatment of so-called autistic children, bringing concepts from psychiatry, psychology, psychoanalysis and pedagogy. The theoretical positioning used in this research considers autism in its unconscious and conscious, subjective and social aspects. In this way, we articulate Psychoanalysis and Education, because we believe that the educational field is fertile in listening to children's investigations about autism(ies). In this sense, we use the theoretical-methodological framework of historical dialectical materialism in order to understand the multiple determinations in which the object is entangled. With chapter one, it was possible to identify the changes over time, from the conceptual trajectory of autism to the one we know today and how these reflected in the pedagogical field. As well as, to understand the concept of autism and to understand that Françoise Dolto, having treated autistic children in her clinic, left us practices and methodologies that provided positive results in their treatment. Just as in chapter two, when we discussed diagnoses, we found that several fields of knowledge deal with the subject, and we based ourselves on psychoanalysis to understand that in autism the constitution of the subject fails, therefore, there is no symbolic record in language, making communication and social relationships with others difficult. Therefore, in chapter three, we analyzed the contributions of Françoise Dolto and her clinical cases when she used drawing and modeling, together with attentive listening, which provided entry into the symbolic field and/or a significant improvement in her autistic condition. By proposing the approximation of the theoretical fields, psychoanalysis and pedagogy, based on Dolto's teachings, we highlighted a position taken by the teacher in relation to these students with autism; a teacher whose care and education are considered structuring principles, who is attentive to the manifestations of languages, who recognizes the singularities of each child and who seeks new knowledge to further qualify his/her pedagogical practice. Therefore, we conclude that psychoanalytic listening should be part of the pedagogical approach in the classroom, providing children with autism with effective inclusion that respects their uniqueness and explores their potential.