Movimentos identificatórios nas narrativas sobre a experiência: os colegas, a escola e a diferença na tessitura do tempo

Abstract

This paper researches the effects of a school experience underwent by a group of adolescents on their childhood. In order to do so, the study uses as a main reference a research made with children that attended the beginning of Primary School, one of them being considered autistic. With the help of drawings, shooting excerpts and photos from that period, eight adolescents were invited to go over those records again and to express their understandings about the selected material. The text is divided in three parts. The first one presents the first research, the theoretical field, the methodological dimensions and the subjects who took part on it. The second focuses on the adolescents’ narratives about the school experience underwent on their childhood, as well as their possible effects to the construction of their understanding of differences. The final part analyses what the subjects expressed about their later schooling path, giving special attention to the role assigned to the classmates with special educational needs. The study indicates that the subjects are aware of the processes that permeate the school inclusion and that formulate queries, although deficit perspectives might be sustained. The psychoanalytical concept of identification overpasses the construction of this work.