Colóquio do LEPSI IP/FE-USP
Psicanálise, infância e educação

ISBN 978-85-60944-06-4 versión on-line

Resumen

ALMEIDA, Sandra Francesca Conte de. Inclusão escolar: do "politicamente correto" à política da ética do sujeito no campo da educação. In Anales del 5. Colóquio do LEPSI IP/FE-USP, 2004 [online]. 2004 [citado 07 Mayo 2024]. Disponible en: <http://www.proceedings.scielo.br/scielo.php?script=sci_arttext&pid=MSC0000000032004000100011&lng=es&nrm=iso> .

The issue of school inclusion and its relationship with certain educational aims such as treating and dealing with differences for making it possible to assimilate them to the normative standards of children's development is approached from a psychoanalytic perspective. It is of interest to interrogate if the fashionable idea of school inclusion points out to the 'real' of education or to idealization/repression processes in the social and educational context. To the question of 'what is it that is treated, a child?', psychoanalysts and educators are confronted with impasses derived from the relationship between processes of subjectivization and culture. If we question ourselves concerning 'what is it that is treated, a different child?' we have to face the horror of castration, a cruel enemy of narcissism, with the 'lack-to-be', which exposes the real of the body and makes desire always unsatisfied. Does school inclusion fulfills the function of tamponing the absence via a processes of barred jouissance or is it more related to idealizing/repressing differences for making them simulacra of equity?

Palabras llave : school inclusion; psychoanalyses; education.