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The social, political and educational reality in Brazil, in recent years, has demanded new positions from the field that articulates Psychoanalysis and Education in the country. This article seeks ways for Psychoanalysis, as a critical theory, in dialogue with the field of education and politics, to contribute to a better understanding of the social symptoms that appear in educational issues and, in particular, in the wave of violence that currently plagues educational institutions. We understand that the recent attacks on schools have to be seen in the context of several other attacks, from the historical lack of investment in education in the country, to the spectre of death that surrounds everyday school life, with the high rates of homicides and suicides in adolescents - expressions and consequences of necropolitics and the suicidal state that is installed in Brazilian society. When discussing educational aspects, we necessarily need to articulate issues of science, nature, economics and politics. By way of conclusion, this paper provokes the need to transmit to young people the desire to imagine other worlds and dream other dreams. [ABSTRACT FROM AUTHOR]

Constantly, we hear teachers complaining that today's student is no longer like the one of the old days. This leads us to question about what has in fact changed or has affected the relationships that are built in the school context. In the eagerness to seek answers to this issue, we ask: Is a dialogue between Psychoanalysis and Education possible? Thus, the purpose of this paper is to present reflections on some studies already conducted on the approximation between Psychoanalysis and Education, as well as on possible matches and mismatches between these two fields. The results of these approximations point out that the desirability of the subjects involved in the teaching and learning process, their subjectivity and their roles in this process can be a way to give a new meaning to the relationships that are built in the school context. [ABSTRACT FROM AUTHOR]

This work proposes a reflection on the importance of psychoanalytic listening to the noise of the time, at a time when the events of the pandemic are still ongoing, therefore, in which we are still in a position of obscurity in relation to the subjectivity of the time. In this sense, this work proposes to think about "brutality" - signifier extracted by Freud and Mbembe from the pandemics of their times -, that runs through the current discourse, in a kind of pandemic language. From these considerations, the paper introduces the importance of this dossier, as an interim contribution of an international network of psychoanalysts to the current challenges of Psychoanalysis and Education interface. [ABSTRACT FROM AUTHOR]

This paper presents the report of the activity Conversation circles: the confrontation of inequality through art, held at the 1st SPPA Social Vulnerability and Psychoanalysis Symposium, which is the result of the interinstitutional work built fourteen years ago between City Education Department of Porto Alegre (SMED), Pescar Project and Porto Alegre Psychoanalytical Society (SPPA). In this activity about art and psychoanalysis, music and poetry are placed as a possibility of building more flexible narratives, where urban violence can be thought, promote new intersections and discussions between people in collective spaces in our city. [ABSTRACT FROM AUTHOR]

This article presents a discussion about bilingualism, from the interlocution between psychoanalysis, language and education. Bilingualism proposes a suspension of the clinical model historically present in the education of the deaf people. In this way, the deafness is considered a difference, not a deficiency to be repaired. From a psychoanalytic perspective, bilingualism is considered from the singularity with which each subject relates to different languages. In this paper, we will briefly discuss an experience report with a group of deaf children using Brazilian Sign Language and written Portuguese, in a bilingual program of school support for deaf children, where the possibilities of meeting with the other provide openings abroad, as well as identification processes. [ABSTRACT FROM AUTHOR]

The so-called fantasy literature has a considerable presence in Brazilian schools and represents an attractive theme for young readers. Although supported by terminologies such as “folklore" and “wonderful tale", it resists to the outdated efforts to become the teaching of literature closer to the preference for the “realism". The contemporary cultural panorama makes the printed book assume a place of fetishised object, on the one hand, or an object replaced and left to oblivion, on the other. As if the precarious historical links of Brazilians with books were not enough, there are still difficulties of several orders and gradations for a literary work could reach its probable reader. In this paper, I write as a researcher but also as a writer of books for children and young people, and present some points of reflection on the particularities of schools with respect to reading and writing, in a broad spectrum. [ABSTRACT FROM AUTHOR]

Encounters with adolescence and its quest for truth, beauty and thought can be used as a psychoanalytic framework in understanding the education of the helping professions. A significant conflict resides in the state of professional knowledge toward psychical life that tends to be expressed as alienation between developmental theory and pedagogy. I treat my undergraduate teacher education course, The Adolescent and the Teacher as a psychoanalytic case study on the developing education of adults who grew up within the school system and return to work there. The paper focuses on problems in teacher education, an area hardly considered as affecting the imaginary of school psychology, counseling, and social work, and discussions about the nature of adolescence, yet provides a commentary on the impossible professions dedicated to education. The discussion leans on the psychoanalytic idea that adults working in schools are subject to their adolescence - elemental sets of internal conflicts, phantasies, and defenses - that return in professional knowledge as demands for certainty and as a belief that learning is a tonic to conflict as opposed to conflict's delegate. Working with Kristeva's (2007) formulation of "the adolescent syndrome of ideality," the paper speculates on psychical life as our most radical relation to the self and other. Yet in this meeting a kernel of alienation is carried into responses to conflicts in the structure of schooling, self/other relations, the arrangement of professional knowledge, and reaches into the confusion between phantasies of a profession and the daily imperatives to act with certainty. [ABSTRACT FROM AUTHOR]

This paper raises the issue of constructing one's own name in childhood by adopting the psychoanalytic perspective as its theoretical investigative approach. Thus, we consider the occurrence of language and the relational tie as privileged operators in subjective constitution, as the human infant is overwhelmed by the language that precedes and surrounds it. In this immersion, the child inherits a name from another and is called on to respond by that name. However, the appropriation of this name requires a solidary movement that corresponds to the recognition of one's own body. Such operators are established by the mark of a subjective initium, which is the first step for the constitution of the subject. By considering these factors, we intend to establish a dialogue with the field of education, since the school plays a mediating role in this process, which for each child, authenticates the acquisition of their own name. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze the complex relationship between Education and Psychanalysis in the light of Adorno's Critical Theory. The discussion is epistemologically based on the concepts of subject and object, materialism and idealism, subjectivity and objectivity. The proposal considers contributions of leading thinkers on the theory of knowledge, such as Kant, Marx and Freud at the interface with culture and education. The key concepts: critique, self-criticism, autonomy and humanization are presented as relevant to the discussion. [ABSTRACT FROM AUTHOR]