Uma experiência de conversação com adolescentes agressivos no espaço escolar: o que eles dizem?

Abstract

Having Psychoanalysis as a theoretical framework, this study intends to investigate what teenagers have to say about the aggressiveness they experience at the school environment. The first hypothesis raised to guide the research stated that: the aggressiveness of the students labeled problem-students aggressive, and presenting learning difficulties could be related to the labels the school gives them. Such labels, given and said to the adolescent, led us to investigate how each student stands in relation to it. For many years, in Brazil, there has been a discussion regarding the problem-child, as well as the problem-adolescent who fails at the school environment. These studies put heredity, diseases, and aspects of social life as the causes of behaviors that are undesired and inadequate to the school environment behaviors that are still a part of school Education. When we heard the managing board at the school where the research took place, they hypothesized that the aggressiveness and the learning difficulties are intertwined to the conflicts experienced by the teenagers at home. After the use of conversation was defined as our research methodology, we listened and tried to understand what the teenagers said about the aggressiveness experienced at the school environment. The Conversational approach is one of the resources of the Psychoanalytic Intervention Research Orientation that allows for a free talk in a group, still not in a collective enunciation format. This approach suggests a collectivized free association from which we hope to obtain certain knowledge effect. During Conversation, the teenagers presented to us a request of the group a group arrangement to deal with the discomfort through word and acts. They are not, as the school managing board think of them, aggressive, quarrelsome, and unruly. In their own words, they are the pesters, the jumpy, the troublemakers, and the humiliated ones. They are aware of the differences between the teachers who are lazy and teachers who are humble, the wronged ones and the oppressed ones. They are also attentive to the impasse between a real authority and an authoritarian authority. Later on, we hear from the words of a teenager: I am the example. He is the example at his family environment and, now, at professors Z classes. During Conversation, we harvested the treasures that emerged from the words of the teenagers when they are given a space for an unexploited solution. A solution that considers their contingencies, the student as One.