Autor
Cutrona, Mariela
Fecha de publicación
2017
Archivo
CUTRONA MARIELA. Intervenciones..pdf147.44 KB
Abstract
Parting from reflections about the professional practice on educational, field we ask about institutional interventions: What does resist?
We´ll approach the schools actions before new complex situations such as the so called disruptive conduct problems from the psychoanalytical perspective.
We notice a point of stagnation, not knowing what to do, fearing the new facts, whereas that “not knowing” shows some impossibility in the teaching task, blocking the learning process in students. They remain stuck in what it´s called “a problematic situation” which is different from a moment of pause where knowledge about what occurs and what it´s said about it takes place.
This knowledge about the circulation of the word works as a limit before repetition and stagnation.
We´ll approach the schools actions before new complex situations such as the so called disruptive conduct problems from the psychoanalytical perspective.
We notice a point of stagnation, not knowing what to do, fearing the new facts, whereas that “not knowing” shows some impossibility in the teaching task, blocking the learning process in students. They remain stuck in what it´s called “a problematic situation” which is different from a moment of pause where knowledge about what occurs and what it´s said about it takes place.
This knowledge about the circulation of the word works as a limit before repetition and stagnation.
Resumen
El presente trabajo constituye un artículo de reflexión sobre la práctica profesional en el campo educativo, nos preguntamos sobre las intervenciones institucionales: ¿Qué resiste? Abordaremos desde el método psicoanalítico, el accionar institucional frente a las nuevas situaciones complejas, como los llamados problemas de conductas disruptivos. Se advierte, un estancamiento en dicho accionar, un no saber qué hacer, como imposibilidad ante la tarea de enseñar, obturando el aprendizaje de los estudiantes, quedando estancados en lo que llaman situación problemática. A diferencia de un momento de detenimiento, donde tiene lugar el saber de los actores educativos, respecto a lo que acontece y se dice sobre dicho problema; saber que funciona como límite a lo que se repite y estanca el accionar institucional.
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