Um modo de cifrar : autistas e a escrita de si

Abstract

For the psychoanalysis, the language is the best intermediate of the relationship between the subject and the discursive reality. The encounter of the language with the body leaves marks on the organism which depends on being read to establish a grammar concatenated with the network of the Other and, in this meeting, each subject traces singular paths. From the marks established in the trauma from the encounter with the language, the living is framed by the discursive reality imposed by the symbolic, which grants it a body. With the autists, it is not different, in spite of refusing the link with the factors of the Other, they give testimony of this framing even in the most rebounded cases. However, they present a psychic behaviour which is oriented by the language in a different way the from the significant, raising questions about the specific uses of it and if this using circumscribes a distinct clinic structure from the neurosis, psychosis and perversion categories. Starting from the autobiographical texts of three autists, Donna Williams, Daniel Tammet and Tito Mukhopadhyay, the present work deals with an investigation of how the autistic figure out what lives and if the primacy of the sign can be considered a matter of structure. To follow this path, we go through some productions about autism to situate the specificity of the autistic structure, emphasizing differential diagnostic elements and the unfolding of the hypothesis elaborated by Jean-Claude Maleval about the primacy of sign logic over that of the signifier. We seek, then, to locate the concept of sign in Saussure's linguistics and Charles Peirce's semiotics, to understand how Jacques Lacan appropriates them when elaborating his Linguisteria. This trajectory led us to locate some concepts and their modifications throughout Lacan's teaching, such as from speech to apparola, from lalangue, and the conjecture of writing. From the encounter with impasses in the proposed investigation, to the extent that, in their testimonies they describe a functioning wich, however, leaves no trace in the text, putting the autistic condition and the narrative at a certain distance, we raise questions from what these testimonies put, with the cartographic records of autistic children attended by the French educator Fernand Deligny.