Loucos pela escola. O discurso do analista e a invenção de uma escola em movimento

Abstract

This dissertation begins with the discussion of two up-to-date politicalphilosophic propositions. One of them is concerned with the disassembly of the phrenocomiuns, while locus of social madness agency – the Brazilian Psychiatry Reform – and the invention of a new institutional proposition, asserted by the CAPS. The other one are the propositions that leads to a broad aperture in the school for the difference – the Policies of Inclusive Education. If the walls of the hospice collapses and the school doors open, then the school sees itself in front of the opportunity to receive all the madness variance and be acquainted for such a task. But how do we think about a school that receive this enriching knowledge for education and not as a burden from the bare tolerance, and nothing more. To deal with that question we should use the psichoanalysis as a partner. It’s theoretical structure, it’s style – that allow us intertwine the theory with clippings of experience – and mainly, of its sweating discursive position, about to invent what we do have in mind to show: a school in movement. The uneasiness of the social ties, discoursed by Freud, return in theory in the speeches of Lacan, as he conceives the ways to do ties, ties that always refers to the impossible, a kind of failure. The master's speech, the histeria's speech, the universitary’s speech, the analyst's speech, and still, the capitalist's speech, speeches presents at every human institution, includes the school. Our proposition is: the analyst's speech, and it’s goal to promote the failure as the instrument of the speech, may avail a very interesting move in the speech that came from the school, building a place each time more and more wideopened to the human diversity, this is what really joint and, des-construct the established. A moving school its’ one questioned by the madness and crossed by the psychoanalyst speech, and so, do not intend to be the solution of the educational uneasiness, nevertheless, its innovation is exactly to afford such a discomfort, changing it, to the drive, the energy of the educational process.