Rastros da singularidade no dizer do aluno do acelera: marcas da constituição subjetiva e os (im)possíveis efeitos do (des)colamento significante

Abstract

The present research was derived from the inquietudes of my docent practice and it had as an aim the observation of an Acelera s student s inner aspects constitution considering the possible transference´s effects. The corpus of this research is constituted by student s and teachers oral words who took part of the Acelera Program. This work reflects about Acelera s student s oral words concerning the leaning and teaching processes of Portuguese Language in Acelera Program of Learning, it also considers the implications linked to an inclusion´s program that excludes. In this work, through the analysis of students´s oral words, an open a space to think about the leaning and teaching´s process which in priority passes by a subject was established and concerned . The success or failure of this task is related to the way the subject is implicated in this process. In such case, beyond the scholar imaginary which insists in attribute the student as not capable, it´s possible to believe in a leaning and teaching´s process of Portuguese Language mediated by the language´s effects which are able to establish social ties that allow changes in the student s subjective position and it propitiates something of creation order that is able to appear in the process. The analysis of linguistics materials of the oral words confirms that the acquisition of knowledge in the Portuguese language supported by a possible student s desire of knowledge it is a possible way to follow. Through entrance in the transferencial process, teacher and student, in the transit of the significant, could be able to establish social ties that enable a change of subject position. However, there aren´t safe topics which prove that this dislocation would be happen. Theoretically there were discussed concepts of the heterogeneity by Authier-Revuz and also concerns of the third fase of Dicourse s Analysis regarded as well by Lacanian-freudian psychoanalysis . The discourse conception, event and signification of Dicourse s Analysis, as well as, the lacanian conceptions about subject, transference and discourse give theoretical subsidy for this research. This theoretical articulation tried to show that the pedagogic relation ruled in an ethics, however, inserted in a program which denies the singularity, can propitiate the subject to answer for his and learn how to support his own word.