Rodas de conversa com adolescentes: estratégias para lidar com conflitos na escola
In this article, we reflect on the strategic use of rounds of conversation, led by psychoanalysis, as an approach aimed for conflicts at school. The intervention was carried out with teenage students, representatives of Elementary School II classes, in a public school located In a Brazilian capital....
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Repositório Institucional da UFMG |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufmg.br:1843/80812 |
| Acceso en línea: | https://doi.org/10.5902/1984644466258 http://hdl.handle.net/1843/80812 https://orcid.org/0000-0002-8862-2917 https://orcid.org/0000-0002-0977-9124 https://orcid.org/0000-0001-7122-3488 |
| Access Level: | acceso abierto |
| Palabra clave: | Psicanálise Adolescência Escola pública Roda de conversa Escolas públicas Adolescentes e violência |
| Sumario: | In this article, we reflect on the strategic use of rounds of conversation, led by psychoanalysis, as an approach aimed for conflicts at school. The intervention was carried out with teenage students, representatives of Elementary School II classes, in a public school located In a Brazilian capital.. The focus of the complaints referred to indiscipline, violence, lack of motivation, disrespect, apathy, drug use in recreational areas, confrontation, among others, reported by principals, teachers and employees in relation to students. We noted that this school was unable to activate the full power of the adolescent passage time, in addition to the fact that it reduced it, almost only, to the conflicting dimensions between students and educators. Talking at school, through honest talk spaces contributed to the subjective and political accountability of teenagers at school, in addition to producing discursive transformations in the forms of organization, in the way teachers report to students, in the forms of ties between students and the school community, thus reinventing more solidary forms of interaction, recognition and engagement in the exercise of citizenship in the institutional structure. |
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