Diagnósticos na escolarização: uma leitura psicanalítica de discursos sobre os adolescentes

Abstract

This thesis arises from a discontent that presentes itself when the Diagnostic and Statistical Manual of Mental Disorders (DSM) categories enter the school as a waf of intepretation that are often presented as a solution or response to what stumbles or causes an impasse in the adolescents schooling. Thereby, this paper aimed to investigate the gears that operate in the educators speech related to the diagnoses of adolescents. For that, a bibliographic survey was made in the Virtual Health Library and Scientific Electronic Library Online databases, in order to identify how diagnosis, adolescence and school notions are articulated and, more specifically, how the psychoanalysis studies make this articulation. We proposed an Incursion into the Nova Escola magazine – a nationally production directed to educators in Brazil – in order to compose our research corpus as an Incursion into the Nova Escola. Thus, the publications related to this research theme promoted an analysis about the way diagnoses relate to adolescence. The psychoanalytic theoretical framework, including Lacan and Freud contributions, introduced us to the Freudian notion that educating is among the occupations that carry an inherent language impossibility and, further, we were led to the Lacan’s discourses theory. We used as a methodological operator the four discourses, proposed by Lacan in his 17 Seminar – The psychoanalysis reverse, to analyze discursive fragments in Nova Escola about diagnoses and adolescence between the years of 2010 and 2020. The Nova Escola Incursion results indicate that the diagnostic categories related to adolescence are Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), Anxiety and Depression Disorder. Furthermore, other aspects referring to the adolescents “mental health”, were suicide, bullying and self-harm. The analysis also allowed us to characterize a discursive movement: specialists invitation logic; indicated guidelines by the article’s authors, and a tension between the medical field knowledge and the educator wisdom. This movement is related to a discursive dynamic that matches the university discourse, the master’s discourse and the hysteric’s discourse, respectively. At last, it was identified a response to what doesn’t cease to write in the publications related to the adolescent’s diagnosis: an impasse in the adolescence sense.