Cartas de um aluno de EJA: o movimento de autoria na escritura psicótica

Abstract

This study aims to examine the letters of a student of Youth and Adults Education who, in the age of 24, experienced a psychotic break. It searches the dialogical tags in his writings that allow for identifying “movement of authorship” as described by Calil (2008). The psychotic structure exposes the difficulty of a subject alienated from symbolic in search of meaning in the words that speaks/writes or listen/read. According to Calil (2008), the "movement of authorship" is installed from a meaningful listening that allows the subject to return over your own saying and to produce new meaning by rewording, explaining, clarifying and differentiating the already-said. The methodological approach consisted in collecting, numbering, digitizing and making the transcription of the letters to facilitate data analysis. For the particularity of the case – a student who suffered psychotic episodes and wrote 129 letters to his teacher, throwing them into the garden of her home – it was necessary to dialogue with theories of areas such as linguistic and psychoanalysis so to enable to delimit the data analysis. The development operated by Calil (2004, 2008) in his studies of school manuscripts is based on the conception of listening as formulated by Lemos (1992, 1998, 2000, 2002) and reaches the modalizations brought into the field of enunciation by Authier-Revuz (1998, 2004, 1990) passing through the formulations psychoanalytic of structured subject in / through language. Thus, this work could not let locating each of the fields of knowledge although a rapid approach to each of them may cause discomfort in the reader for seeming incomplete. It is considered that investigating the status of authorship in the writings of a psychotic student broadens the range of the researches on school manuscripts by including a framework upon which scholars of literature generally relate it as impossible of remaking meanings. A result of this research lays in the maximum of Saussure (2003) who states: "language is a system that only knows its own order." Several examples confirm that our subject perceives reflexively the glosses imposed as conflict, hesitation or support trying to restore the unit where it appears threatened.