O momento-limite conceitual: um estudo sobre as implicações sociais e subjetivas do saber na passagem adolescente

Abstract

This research investigates the subject's relationship with the knowledge in adolescence, from the theoretical contribution of psychoanalysis, especially the works of Freud and Lacan. Instigated by the clinical evidence that at this stage the issues related to knowledge appear so decisively, we intend to demonstrate how this element may be operative in this transition wether the manifest knowledge, transmissible, that covers the field of thought and information, or the non-knowledge in the face of sexuality, which erupts so pungently with the pubertal awakening. We start from the connection, established by Lacan (1962-1963), between the maturation of the object a in puberty and the access to the concepts formation. The logical articulation between an essential transformation within the thought scope and the emergence of an emptiness is associated by Lacan to the conceptual moment-limit. This formulation is the theoretical support of our research, which we tracked, along with the theme of the knowledge, in the work of this author. Our route follows two paths that intertwine: the analysis of the symptomatic construction of adolescence in the speeches and the circumvention of the real of puberty that reflects on the bodies. Adolescence is the symbolic treatment of the real that supervenes in puberty. As an operation of inextricable symbolic reinstatement of the social experience, it varies according to the different forms of sociability. Therefore, it is necessary to consider the transition to adulthood in different social systems, which we have accomplished through a historical research and an incursion in anthropology. We found that in great part of traditional societies there is not exactly adolescence, and the transition is operated by mechanisms prescribed by the culture, especially the rites of passage, that function as symbolic underpinnings. Modern and hypermodern societies don't count with this instrument. We turn, then, to the psychoanalytic perspective, since Freud's inaugural meeting with some teenage girls up to the challenges of contemporary adolescence before the spraying of the symbolic references, in order to understand the value of knowledge and conceptual thought as instruments that can be operative in this crossing. Finally, we propose an analysis of the conceptual moment-limit time as inflection point that can facilitate the opening of a singular, possible path for the tunnel of adolescence.