AVILA, Camila Ferreira de; VAISBERG, Tânia Maria José Aiello. Teachers’ imaginaries about school inclusion: the use of Drawing-and-Story in collective therapeutic consultations. Trabalhos e Resumos da Primeira Jornada de Pesquisa em Psicanálise e Fenomenologia. Campinas: Pontifícia Universidade Católica de Campinas, 2007.
Abstract: Social exclusion has gained prominence in scientific circles, which seek both to understand this phenomenon and to contribute to the inclusion of minorities in various areas. School inclusion, in particular, has been a frequent topic in these discussions. Despite advances in fields such as genetics, sociology, psychology, and anthropology, and the increasing access to information about people with special needs, society as a whole still struggles to deal with differences. From a psychoanalytic perspective, this study aims to access the affective-emotional dimensions of the collective imaginary about school inclusion, in order to apprehend the non-conscious emotional substrate within a set of efforts to produce knowledge that can guide the planning of psychoprophylactic actions in the pedagogical context.