<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922023000100223</article-id>
<article-id pub-id-type="doi">10.1590/1980-6248-2021-0073br</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O QUE UMA CRIANÇA PODE FAZER POR OUTRA QUANDO A HETEROGENEIDADE NÃO TEM LUGAR: SOBRE O EFEITO COLUMBINE NAS ESCOLAS]]></article-title>
<article-title xml:lang="en"><![CDATA[WHAT ONE CHILD CAN DO FOR ANOTHER WHEN HETEROGENEITY HAS NO PLACE: ABOUT THE COLUMBINE EFFECT IN SCHOOLS]]></article-title>
<article-title xml:lang="es"><![CDATA[LO QUE UN NIÑO PUEDE HACER POR OTRO CUANDO LA HETEROGENEIDAD NO TIENE CABIDA: SOBRE EL EFECTO COLUMBINE EN LAS ESCUELAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kupfer]]></surname>
<given-names><![CDATA[Maria Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voltolini]]></surname>
<given-names><![CDATA[Rinaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A04"/>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Paris XIII  ]]></institution>
<addr-line><![CDATA[Paris ]]></addr-line>
<country>França</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922023000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922023000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922023000100223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A socialização escolar não pode ser reduzida a uma simples convivência entre crianças, e é um fator decisivo nas possibilidades do processo inclusivo. Supõe-se que a cooperação nos grupos escolares promove mudanças nas posições subjetivas das crianças, bem como na aprendizagem, e produzindo efeitos também para as crianças ditas em situação de inclusão, a partir de referenciais que a psicanálise oferece para essa discussão. No artigo, observa-se ainda que a relação entre pares tem forte poder inclusivo, mas também excludente. Por isso, é preciso perguntar-se também sobre o que a exclusão pode gerar como efeito disruptivo: o que pode fazer uma criança pela outra quando não é a cooperação que presidi os laços entre alunos no interior de uma escola? Examina-se, então, a função do semelhante em sua dupla vertente de ser inclusiva e excludente, e discute-se o efeito Columbine, sendo proposta, em seguida, uma discussão sobre as condições do laço social que atuam como agentes facilitadoras de uma ação violenta massiva como os ataques de adolescentes a suas escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT School socialization cannot be reduced to a simple coexistence between children, and is a decisive factor in the possibilities of the inclusive process. It is supposed that cooperation in school groups promotes changes in the subjective positions of children, as well as in learning, and also produces effects for children said to be in a situation of inclusion, based on the references that psychoanalysis offers for this discussion. In the article, it is also observed that the relationship between peers has a strong inclusive, but also excluding, power. Therefore, it is also necessary to ask what exclusion can generate as a disruptive effect: what can one child do for another when it is not cooperation that presides over the bonds between students within a school? The role of the similar is then examined in its dual aspect of being inclusive and excluding, and the Columbine effect is discussed. Finally, the article discusses about the conditions of the social bonds that act as facilitators of a massive violent action such as teenage attacks to their schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La socialización escolar no puede reducirse a una simple convivencia entre niños, y es un factor decisivo en las posibilidades del proceso inclusivo. Se supone que la cooperación en los grupos escolares promueve cambios en las posiciones subjetivas de los niños, así como en el aprendizaje, y también produce efectos para los niños que se dice que se encuentran en una situación de inclusión, a partir de las referencias que el psicoanálisis ofrece para esta discusión. En el artículo también se observa que la relación entre pares tiene un fuerte poder inclusivo, pero también excluyente. Por tanto, también es necesario preguntarse qué puede generar la exclusión como efecto disruptivo: ¿qué puede hacer un niño por otro cuando no es la cooperación lo que preside los vínculos entre los alumnos dentro de una escuela? Luego se examina la función de lo similar en su doble vertiente de ser incluyente y excluyente, y se discute el efecto Columbine, y se discute sobre las condiciones del vínculo social que actúan como agentes facilitadores de una acción violenta masiva como los ataques de adolescentes en sus escuelas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicanálise]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Exclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[Cooperação]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalysis]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[School exclusion]]></kwd>
<kwd lng="en"><![CDATA[Cooperation]]></kwd>
<kwd lng="es"><![CDATA[Psicoanalisis]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Exclusión escolar]]></kwd>
<kwd lng="es"><![CDATA[Cooperación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNARDINO]]></surname>
<given-names><![CDATA[Leda Mariza Fischer]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A função do semelhante]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PESARO]]></surname>
<given-names><![CDATA[Maria Eugênia]]></given-names>
</name>
<name>
<surname><![CDATA[KUPFER]]></surname>
<given-names><![CDATA[Maria Cristina]]></given-names>
</name>
<name>
<surname><![CDATA[DAVINI]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
</person-group>
<source><![CDATA[Práticas inclusivas II: desafios para o ensino e a aprendizagem do aluno-sujeito]]></source>
<year>2020</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Escuta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CALLIGARIS]]></surname>
<given-names><![CDATA[Contardo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A sedução totalitária]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[DE ARAGAO]]></surname>
<given-names><![CDATA[Luiz Tarlei]]></given-names>
</name>
<name>
<surname><![CDATA[CALLIGARIS]]></surname>
<given-names><![CDATA[Contardo]]></given-names>
</name>
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[Jurandir Freire]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[Octavio]]></given-names>
</name>
</person-group>
<source><![CDATA[Clínica do social: ensaios]]></source>
<year>1991</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Escuta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CEVASCO]]></surname>
<given-names><![CDATA[Rhitée]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lo irreductible del malestar y las lógicas de segregación: de la modernidad femenina a la escena educativa]]></article-title>
<source><![CDATA[FLACSO Argentina]]></source>
<year>2010</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREUD]]></surname>
<given-names><![CDATA[Sigmund]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formulações sobre os dois princípios do funcionamento mental [1911]]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[FREUD]]></surname>
<given-names><![CDATA[Sigmund]]></given-names>
</name>
</person-group>
<source><![CDATA[Edição standard brasileira das obras psicológicas completas]]></source>
<year>1996</year>
<volume>X</volume>
<page-range>134-40</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Imago]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREUD]]></surname>
<given-names><![CDATA[Sigmund]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psicología de las masas y análisis del yo [1921]]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[FREUD]]></surname>
<given-names><![CDATA[Sigmund]]></given-names>
</name>
</person-group>
<source><![CDATA[Obras completas]]></source>
<year>2006</year>
<volume>XVIII</volume>
<page-range>303</page-range><publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Amorrortu]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GORI]]></surname>
<given-names><![CDATA[Roland]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O realismo do ódio]]></article-title>
<source><![CDATA[Psicologia Clínica]]></source>
<year>2006</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>125-42</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KUPFER]]></surname>
<given-names><![CDATA[Maria Cristina]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Duas notas sobre a inclusão escolar]]></article-title>
<source><![CDATA[ESCRITOS da Criança]]></source>
<year>2001</year>
<volume>1</volume>
<page-range>71-82</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Centro Lydia Coriat]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KUPFER]]></surname>
<given-names><![CDATA[Maria Cristina M.]]></given-names>
</name>
<name>
<surname><![CDATA[PETRI]]></surname>
<given-names><![CDATA[Renata]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Por que ensinar a quem não aprende?]]></article-title>
<source><![CDATA[Estilos da clínica]]></source>
<year>2000</year>
<volume>5</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>109-17</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KUPFER]]></surname>
<given-names><![CDATA[Maria Cristina]]></given-names>
</name>
<name>
<surname><![CDATA[BERNARDINO]]></surname>
<given-names><![CDATA[Leda Mariza]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Diego Rodrigues]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resultados finais da pesquisa APEGI: Acompanhamento psicanalítico de crianças em escolas, grupos e instituições]]></article-title>
<source><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></source>
<year>2020</year>
<volume>29</volume>
<numero>60</numero>
<issue>60</issue>
<page-range>176-90</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KUPFER]]></surname>
<given-names><![CDATA[Maria Cristina M.]]></given-names>
</name>
<name>
<surname><![CDATA[VOLTOLINI]]></surname>
<given-names><![CDATA[Rinaldo]]></given-names>
</name>
<name>
<surname><![CDATA[PINTO]]></surname>
<given-names><![CDATA[Fernanda S. C. Noya]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O que uma criança pode fazer por outra? Sobre grupos terapêuticos de crianças]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[KUPFER]]></surname>
<given-names><![CDATA[Maria Cristina M.]]></given-names>
</name>
<name>
<surname><![CDATA[PINTO]]></surname>
<given-names><![CDATA[Fernanda S. C. Noya]]></given-names>
</name>
</person-group>
<source><![CDATA[Lugar de vida, vinte anos depois: exercícios de educação terapêutica]]></source>
<year>2010</year>
<page-range>97-111</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Escuta: Fapesp]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LACAN]]></surname>
<given-names><![CDATA[Jacques]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Os complexos familiares [1938]]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[LACAN]]></surname>
<given-names><![CDATA[Jacques]]></given-names>
</name>
</person-group>
<source><![CDATA[Outros escritos]]></source>
<year>2003</year>
<page-range>29-90</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Jorge Zahar]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LACAN]]></surname>
<given-names><![CDATA[Jacques]]></given-names>
</name>
</person-group>
<source><![CDATA[L&#8217;identification]]></source>
<year>1961</year>
<month>-1</month>
<day>96</day>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Association Freudienne Internationale]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LACAN]]></surname>
<given-names><![CDATA[Jacques]]></given-names>
</name>
</person-group>
<source><![CDATA[O mito individual do neurótico, ou, A poesia e verdade na neurose]]></source>
<year>2008</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Jorge Zahar]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LACAN]]></surname>
<given-names><![CDATA[Jacques]]></given-names>
</name>
</person-group>
<source><![CDATA[O Seminário: Livro 20: mais, ainda]]></source>
<year>1985</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Jorge Zahar]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LACLAU]]></surname>
<given-names><![CDATA[Ernesto]]></given-names>
</name>
</person-group>
<source><![CDATA[La guerre des identités: grammaire de l´emancipation]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Éditions la Découverte]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LERUDE]]></surname>
<given-names><![CDATA[Martine]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Como se coloca a questão da identificação na era da internet generalizada?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BAPTISTA]]></surname>
<given-names><![CDATA[Angela]]></given-names>
</name>
<name>
<surname><![CDATA[JERUSALINSKY]]></surname>
<given-names><![CDATA[Julieta]]></given-names>
</name>
</person-group>
<source><![CDATA[Intoxicações eletrônicas: o sujeito na era das relações virtuais]]></source>
<year>2017</year>
<page-range>193-210</page-range><publisher-loc><![CDATA[Salvador ]]></publisher-loc>
<publisher-name><![CDATA[Ágalma]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
