Trabalho coletivo, sujeito e prática da conversação: uma contribuição a partir da perspectiva psicanalítica à educação especial

Abstract

The challenge of building a collective work that enables the school inclusion of students in Special Education has been constantly mentioned in the educational literature. There are many and diverse factors that preclude the partnership between teachers in the school routine. Considering this context, this article analyzes the theme of collaborative work foreseen in public policies, focusing on data collected during the use of conversation in two public schools (elementary and secondary) located in the city of Belo Horizonte (Minas Gerais). The holding of psychoanalytic orientation meetings strongly marked by the circulation of the teachers' utterances, indicated how much the opening spaces where speaking can take place at school allows for greater elaboration of the subject to his practice and a dialogue with peers. Therefore, we propose thinking about collaborative work beyond the objective partnership between teachers, but including what escapes the norms - the dimension of subjectivity -, for the continuous knowledge production collectively, in the face of the diversity that constitutes the school universe.