"Há em ti": um olhar da psicanálise para o professor e o estudante haitiano no ensino fundamental

Abstract

Migratory movements have existed since the beginning of time. War, hunger, natural disasters, and religious intolerance are among the reasons why thousands of people abandon their homeland in search of new possibilities. The changes brought about by the great migratory flows bring with them the need to study, from different perspectives, the challenges of building a new life in a new country. In this regard, it can be observed the relevance of researches which raise questions about the schooling of the migrant child. Accordingly, this work aims at investigating the teacher’s discourse regarding Haitian elementary school students based on psychoanalysis. As a theoretical and methodological contribution, psychoanalysis allows the reading of the signifiers coming from the listening of the research subjects. Based on the study of some aspects of Haiti’s native history, the route taken to reach Brazil and, in particular, Serra Gaúcha, elements of Haitian culture has been discussed, in order to contextualize the migrations in Brazil, with an emphasis on the current Haitian migratory movement. After this course, psychoanalysis can allow to think about encountering the other. Considering the vast path of theoretical possibilities to be covered in addressing the issue of the foreign in the psychoanalytic outlook, it has been decided to maintain Freudian’s concept of stranger as a background for the sensitive reading of migration phenomenon in education perspective. In order to draw some reflections on psychoanalysis and education in the specific context proposed by this research, aspects related to the current situation of the migrant student in Brazil have also been considered. The reading possibilities approach before the signifiers, which appeared in teachers’ speech, allowed the metapsychological essay development. In this way, some associations should be possible: one subject never remains indifferent to the encounter with the other, the foreign. Feelings of indifference or hostility may be present, as well as the anguish before intellectual uncertainty, when encountering a stranger, embodied in the imigrant figure. It is also possible, from the transfer, an access path to the other could be created. A kind of bridge that connects two different worlds, through speech spaces where words and culture can circulate, making it possible to reduce the resistances and expectations before the encounter with the other, in the possible relation among teachers and foreign students.