Transtorno do déficit de atenção e hiperatividade : sintoma escolar e sintoma analítico

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

At least since the 1990s, Attention Deficit Hyperactivity Disorder (ADHD) has been confirmed as one of the most common diagnoses in psychiatry among schoolchildren. Many such cases reach the psychoanalytical clinic, where they are treated beyond the psychiatric phenomenology. In order to do this, psychoanalysis neither disregards nor dismisses the nosography of this symptom as well as all the cognitive and neuropsychological issues that surround it. This is the a priori of this Masters Degree dissertation, developed on the interface between education and psychoanalysis, based on the teachings of Freud and Lacan. The aim is to present ADHD as a school symptom and as an analytical symptom. The general hypotheses are located within these two fields in the following way. As a school symptom, ADHD is proposed as a symptom of the school, not the child. The reason for this proposition is that the school, in order to meet its inclusive agenda, bases its educational practice on a medical and psycho-pedagogical view of the pathologicalization and reeducation of the symptom. As an analytical symptom, it is seen as a symptom of the child, with all the vicissitudes of this symptom for psychoanalysis. This leads to the idea, and the specific hypothesis of this dissertation, that the symptom in ADHD is closer to the metaphorsymptom of neurosis because it is understood as the childs appeal to the Name-of-the-Father to escape the cause of desire in the maternal fantasy. Supporting this assumption, a summary of the Nizan case is presented, in which there was room for a dialogue with the school.

ASSUNTO(S)

educacao education symptom of the child psicanálise adhd psychoanalysis educação e sintoma da criança tdah

ACESSO AO ARTIGO

Documentos Relacionados