<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202024000100033</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2024i57p33-41</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRODUÇÃO HUMORÍSTICA E SOFRIMENTO PSÍQUICO: HUMOR NA ESCOLA COMO DISPOSITIVO DE SOBREVIVÊNCIA]]></article-title>
<article-title xml:lang="en"><![CDATA[Humorous Production and Psychological Suffering: Humor in School as a Survival Device]]></article-title>
<article-title xml:lang="es"><![CDATA[Producción Humorística y Sufrimiento Psíquico: El Humor en la Escuela como Dispositivo de Supervivencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orrico]]></surname>
<given-names><![CDATA[Fernanda Donnabella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Archangelo]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tykhè Associação de Psicanálise  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>57</volume>
<fpage>33</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202024000100033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202024000100033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202024000100033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo pretende analisar as influências recíprocas entre humor, sofrimento e sobrevivência psíquica. Para tanto, partirá da leitura psicanalítica do humor em Sigmund Freud, nas obras &#8220;Os chistes e sua relação com o inconsciente&#8221; (1905) e &#8220;O humor&#8221; (1927), e em autores contemporâneos que atualizam este debate, tais como Adilson Moreira (2019), Chaya Ostrower (2015), Ana Brancaleoni e Daniel Kupermann (2021). Este arcabouço teórico perpassa conceitos como: inconsciente, recalcamento, economia psíquica, mecanismos de defesa, trauma, relação continente-contido, desidealização, teoria da superioridade, racismo recreativo, performatividade de gênero, entre outros. Após versar conceitualmente sobre o tema, este artigo apresenta alguns dados de pesquisa sobre o chiste e o humor produzido cotidianamente em sala de aula em uma unidade escolar pública do estado de São Paulo - em classes do sexto ao nono ano do ensino fundamental II - para, então, refletir sobre a eventual relevância do humor como dispositivo de sobrevivência psíquica na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the reciprocal influences between humor, suffering, and psychological survival. To do so, it will begin with a psychoanalytic reading of humor in Sigmund Freud&#8217;s works &#8220;Jokes and Their Relation to the Unconscious&#8221; (1905) and &#8220;Humor&#8221; (1927), as well as contemporary authors who update this discussion, such as Adilson Moreira (2019), Chaya Ostrower (2015), Ana Brancaleoni, and Daniel Kupermann (2021). This theoretical framework covers concepts such as: the unconscious, repression, psychic economy, defense mechanisms, trauma, the container-contained relationship, de-idealization, superiority theory, recreational racism, gender performativity, among others. After conceptually discussing the topic, the article presents some research data on jokes and humor produced daily in classrooms at a public school in the state of São Paulo - ranging from sixth to ninth grade in middle school - before reflecting on the potential relevance of humor as a device for psychological survival in the school setting.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar las influencias recíprocas entre el humor, el sufrimiento y la supervivencia psíquica. Para ello, partirá de una lectura psicoanalítica del humor en las obras de Sigmund Freud &#8220;Los chistes y su relación con el inconsciente&#8221; (1905) y &#8220;El humor&#8221; (1927), así como en autores contemporáneos que actualizan este debate, como Adilson Moreira (2019), Chaya Ostrower (2015), Ana Brancaleoni y Daniel Kupermann (2021). Este marco teórico abarca conceptos como: inconsciente, represión, economía psíquica, mecanismos de defensa, trauma, relación continente-contenido, desidealización, teoría de la superioridad, racismo recreativo, performatividad de género, entre otros. Tras abordar conceptualmente el tema, el artículo presenta algunos datos de investigación sobre los chistes y el humor producido diariamente en las aulas de una escuela pública en el estado de São Paulo, en clases de sexto a noveno grado de la educación secundaria, para luego reflexionar sobre la posible relevancia del humor como dispositivo de supervivencia psíquica en la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escolas]]></kwd>
<kwd lng="pt"><![CDATA[Humor]]></kwd>
<kwd lng="pt"><![CDATA[Psicanálise]]></kwd>
<kwd lng="pt"><![CDATA[Sobrevivência]]></kwd>
<kwd lng="pt"><![CDATA[Sofrimento]]></kwd>
<kwd lng="en"><![CDATA[Humor]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalysis]]></kwd>
<kwd lng="en"><![CDATA[Suffering]]></kwd>
<kwd lng="en"><![CDATA[Survival]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Humor]]></kwd>
<kwd lng="es"><![CDATA[Psicoanálisis]]></kwd>
<kwd lng="es"><![CDATA[Sufrimiento]]></kwd>
<kwd lng="es"><![CDATA[Supervivencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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