Resumo

ANACLETO, JULIA M. B.  e  FONSECA, PAULA FONTANA. OF WHAT CRISIS ARE WE TALKING ABOUT IN CONTEMPORARY ADOLESCENCE? SOME CONSIDERATIONS ON PSYCHOANALISYS AND EDUCATION. Educ. rev. [online]. 2021, vol.37, e24157.  Epub 16-Ago-2021. ISSN 1982-6621.  https://doi.org/10.1590/0102-469824157.

Tributary of contemporary discursivity, adolescence can be understood as the effect of a political and social production that demarcates a difference with childhood. Resorting to the Freudo-Lacanian psychoanalytic framework, this paper presents a theoretical debate around the theme of the crisis of adolescence from the perspective of psychoanalytic studies in the field of education. To do so, it highlights the change of position in relation to the sexual as a mark of the transition through which the adolescent goes through, with consequences in the social bond. We demonstrate that the critical character of the adolescent experience is not restricted to biological and individual alterations; rather, it concerns how this structuring experience of the psychic constitution is signified by contemporary social discourse, often leading to impasses and psychic suffering. Displacing the question of adolescence from an individual scope and as a simple consequence of a phase of life determined by organic changes, we point out that the notion of crisis unveils something that concerns educating in the modern world and the consequences of techno-scientificism as a response that obliterates the responsibility of adults in addressing the word to adolescents, which engenders a new form of justificationism: techno-scientificism. Within this scenario, it interests us to highlight that the adolescent wandering in search of new subjective meanings can find in the school territory a space to be experienced without, hastily, being captured in a closed and often excluding sense. The Freudian idea of impossibility proper to the act of educating points to an ethical position in face of the challenge of modernity in what is at stake in the school experience.

Palavras-chave : psychoanalysis; adolescence; education; crisis.

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