23 resultados para Freud, Sigmund: Tapauskertomukset


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This dissertation aims to answer the question: What are the specifics of psychoanalytical clinic with children in neurosis and psychosis and its consequences for the treatment direction? It constitutes a theoretical study based on Freud, Lacan and the current productions of Lacanian psychoanalysts about the clinic with children. It presents some clinical vignettes. To answer this question, were constructed four chapters. The chapter The subject constitution treats the psychoanalysis subjectivity, based on a structure from the relationship with the Other. Key concepts of Lacanian psychoanalysis are shown, necessary to understand what becomes present in clinic with children. The second chapter, The clinic of neurosis, reveals the structure of the subject in its oedipal mooring held by the Name-of the-Father, that separates the mother-child dual relationship. The child neurosis is the effect of psyche constitution and the symptoms are an interpretation of what child picks up from parents and helps him/her on the passage through the Oedipus. The analyst is there to help him/her through this path. The next chapter is entitled The clinic of psychosis. In psychosis the non-occurrence of the Name-of-the-Father is concerned. The subject is stuck in duality with the mother, and becomes what fills the Other s gap. To protect themselves, they have to be in incessant work. The analyst will be a child s partner in daily work already carried out by him/her. The last chapter, The consequences for the treatment direction, shows that the standard analytic treatment works well to the clinic of neurosis. To psychosis it s not true. Psychoanalysts thought about a different way of psychotic children treatment: the practice held in a multiprofessional team work. The practice shared by many has been a team strategy applied to the institutional practice that aims to attenuate the invasive character of the Other, facilitating the partnership between the analyst and the child in treatment and the Other contention

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This paper aims to discuss the concept of symptom in psychopedagogy and psychoanalysis, drawing the consequences for the direction of treatment for each of these fields. Learning Problems has been the name given by various fields of knowledge to what does not happen as expected in the learning process. To address these problems several professionals are called upon. Faced with this demand a new field of knowledge is created: the psycho-pedagogy. In Brazil, it is established as a field of work and research from the contributions of Alicia Fernández. This author, supported by the work of French philosopher and educator Sara Paín, takes the concept of Freudian-Lacanian symptom as a fundamental concept to read the so-called "learning problems". Given this one must question whether the concept of symptom Fernandez is really the same as psychoanalysis. Are they the same? If yes, how to sustain as different fields? If not, what are consequences for the direction of treatment for each of these fields? For this study, the theoretical works of Alicia Fernández and Sara Pain were read aiming to clarify the concept of symptom in psychopedagogy. To discuss the psychoanalytic concept of symptom we turned to the texts of Freud, Lacan and commentators in which this issue is discussed. The results show that Pain and Fernandez seek psychoanalysis as a theory to be coupled with others to solve the learning problems. The concept of symptom as a return of the repressed and as an indicator of a sense to be found in the history of the subject is similar to the psychoanalytical one, however, in psychopedagogy other fields of knowledge and techniques are used as reference and these are sometimes incompatible with the concept of symptom presented. The use of psychological tests for the diagnosis, the idea of transference without the notion of subject supposed to know and the proposed treatment are indications of a different treatment approach from what the ethics of psychoanalysis proposes

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Lacanian psychoanalysis has won a considerable space in brazilian university: a search for Lacan in the field of subject of the CAPES Thesis Bank shows 1.032 results! However the difference in the style of knowledge production and language usage is considerable between academic psychology and lacanian theory. The difficulty in reading and understanding Lacan is something pointed out by supporters and critics alike. In addition to that, his disciples choose many times to imitate his baroque, complex style, full of neologisms, causing perplexity in many unprepared audiences. What is the origin of such an enigmatic and polemic style of expression? How it became so widespread under the sign of repetition? And which are the consequences of this style to the communication, transmission and teaching of lacanian psychoanalysis? Through these questions it is our goal to contribute to the dialogue between lacanian psychoanalysis and the academy, to provide a better understanding of the causes of this style, analyzing the consequences it has to the transmission of psychoanalysis. We chose to perform a theoretical study, using authors that have treated Lacan s style and the history of psychoanalysis from a critical point of view, like Beividas (2000), Roustang (1987, 1988) and Gellner (1988), and also those that have defended and justified its legitimacy, like Glynos e Stavrakakis (2001), Fink (1997) and Souza (1985), using as well some works by Freud and Lacan. The study of these texts has led us to three main themes: 1) the difficulty of the lacanian text; 2) Lacan, heir of Freud; 3) consequences of the lacanian style. In the first one, we enumerate many different explanations and interpretations given by commentators about the difficulty and particularity of the lacanian discourse; in the second, we show how Lacan came to occupy the place of great idealization that was before destined to Freud, what made his style something to be taken as a model, to be imitated by disciples; in the third, we explore the way in which the concepts are treated in lacanian psychoanalysis, arguing that their multiple meanings point out that the final goal is not to build a clear and coherent theory, but to try to aim directly at the subject, to catch him

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Este trabalho tem como objetivo discutir, a partir de um caso clínico, a articulação entre a Angústia e a Inibição, à luz da psicanálise. Partindo do trauma como fator fundante do psiquismo e desencadeador do estado de desamparo, destacamos a castração, como marca de um perigo a ser recalcado, até chegar à angústia primitiva, afeto que prepara o caminho para a emergência do sujeito. No primeiro momento, abordamos a evolução do conceito de angústia em Freud, ressaltando o modo como ele a articulou à inibição e ao sintoma, marcando, ainda, a diferença entre a angústia, como consequência direta do momento traumático, e como sinal de uma reprodução do trauma originário. Em seguida, investigamos o conceito de angústia em Lacan, enfatizando os avanços conceituais promovidos para o mesmo, notadamente no Seminário X; destacando-se a introdução do conceito de objeto a e os desdobramentos dessa invenção teórica. No segundo momento, focamos no conceito de inibição em Freud, seguido pela leitura lacaniana a esse respeito. Finalmente, refletimos acerca da delimitação que o conceito de objeto a dá às possíveis relações entre sujeito e objeto, buscando extrair algumas consequências clínicas das respostas que o sujeito constrói frente ao enigma do desejo do Outro, entre as quais a inibição e a angústia, articulando, desse modo, o caso clínico às discussões levantadas

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Jaques Lacan, the thinker who proposes a return to the fundamentals of psychoanalysis in Freud states that the math would face as a privileged way of transmission of knowledge by the science. Although he was a follower of the mathematization of nature as the foundation of modern science, for him this principle does not imply eliminating the subject that produces it. That would be equivalent to saying that there can not be a language, whatever, even the math, that may "erases" the subject assumption in science. In the text The science and the truth we will try to introduce the idea, not so simple, by the way, the truth as the cause. Citing the framework of the causes in Aristotle, Lacan will speak of a homology between the truth as formal cause, in the case of science, and the truth as material cause, on the side of psychoanalysis. Among its aims with this text, he wants to establish that the unconscious of the subject would be none other than the subject of science. The famous incompleteness theorems of logical-mathematical Kurt Gödel enter here as a chapter of this issue. Recognized as true watershed, these theorems have to be remembered as revealing even outside the mathematical environment, and Lacan himself is not indifferent to this. He makes mention of Gödel's name and draws some observations apparently modest support for his own theory. Since some technical sophisticated knowledges awaits the reader who intends understand this supposed corroboration that Gödel provides to psychoanalysis, introduce the student of Lacan in the use he makes of the incompleteness theorems is the objective of this work. In The science and the truth, which fits us to locate the name of Gödel, one must question how seize such an idea without incurring the extrapolation and abuse of mathematical knowledge, almost trivial in this case. Thus, this paper aims to introduce the reader to the reasoning behind the theorems of Gödel, acquaint him about the Lacan’s mathematical claims, and indicate how to proceed using this implicit math in the text The science and the truth.

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Há muito a arte já era tema de acirradas discussões filosóficas quando do surgimento da psicanálise no fim do século XIX. Com o avanço desta e seu eventual deslocamento do campo das patologias psíquicas para as produções da cultura, superpõe-se às então produções teóricas sobre a arte um discurso que implica novas categorias do acontecer psíquico no fazer artístico. Com o conceito freudiano de inconsciente todo fazer humano passou a ser concebido como comportando a marca do ser dividido que é o homem. Julgamos a experiência estética como indissociável desse fazer. E é por apostar na singularidade da abordagem psicanalítica no campo estético que nos aventuramos a propor uma descrição metapsicológica da experiência estética. Para tanto, devemos primeiramente compreender qual o critério que Freud utiliza para o uso do conceito de sublimação, este que consideramos um conceito chave para a análise da experiência estética. A experiência é dividida ainda na experiência estética do espectador, isto é, a contemplação, e a experiência do autor, isto é, a do criador da obra.

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This work came from a research question, namely authorizing a child to learn, lifted from the care of a child of 09 years in the school service of a private university located in Natal, whose complaint referred to a learning disorder more specifically, not the formalization of reading and writing. To undertake a survey of the Lacanian psychoanalytic - Freudian literature on learning, we find the concept of knowledge as fundamental to the analysis of this issue which led us to investigate the history of its co nstruction in Freud and Lacan, with a view to shed light on their relationship to learn. This is a theoretical type of research with the proposal to revisit the concept of knowledge in the work of Freud and Lacan's teaching, in which case only served as th e trigger point of this work. We found that in both these authors, the concept of knowledge is associated to the unconscious exclusively and can be hinged to learn the way of the desire to know. It concludes that learning is a process that involves the unconscious knowledge. Consequently, learning disorders may be linked to the impossible into play in the know about the desire to find himself alienated the significant of what operates as forbidden to know when not referred only or also of teaching and / or educational aspects. This shows us that the complaints that come to the clinic can illustrate dilemmas experienced by the speaking, related to subjective questions. Deviations from the possibility of learning may indicate in these cases, a manifestation of what is singular and very impossibility of generalization when it comes to subjects. With this, also attest that the relations of the subject with knowledge effect in learning processes.

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From a clinical case reporting a severe “ scholarship indiscipline”, this work questioned how the indiscipline can be a symptom . To answer the question, it was analyzed the symptom concept from the Freudian - lacaneana perspective and theirs connections with “ scholarship indiscipline” subject . The research used a theoretical and clinical method , to show the connection between the case development and the psychoanalytic publications reviewing questions on the subject . It was undertook a historical analysis of the construction of disciplinary mechanism through the works of Foucault (1987, 1996), Deleuze (1988; 1992) and commentators. This historical analysis showed a dated and unnatural character of this discursive production named “ scholarship indiscipline”, revealing the indiscipline complaint comes from a social speech that imposes the idea that learn ing depends on the discipline. However , this idea type has a flaw , because always something escapes disciplining . The social answer to the escape is the complaint of indiscipline, which can be taken as a social symptom . Each child should find an answer to this speech and define the symptomatic character , or not , from itself . It was evaluated the symptom and its consequences in the clinic with the child in the Freud and Lacan teachings . The Freud view showed the symptom is the answer to a psychic work , replacing a repressed representation linked to an unbearable sexual dis satisfaction , providing a solution for the child to deal with castration and with the imposed social restrictions . A review of Freud's work undertaken by Lacan emphasizes the psycholog ical work characteristics undertaken by the speaker with its symptom by the link with the social aspect. To analyze, in each case, the position occupied by the patient of a complaint against the indiscipline can open the way to work with it. If the discipl ine is the answer of the subject towards the Other social, from psychoanalysis it is offering a help that allows reframe this response. Elucidating the symptomatic character, or not, from attitudes considered undisciplined, calls for the analysis of unique ness involved in the response of each child, their subjectivity.