Resumo

GURSKI, Rose. The listening-flânerie as ethical-methodological effect of the encounter between psychoanalysis and socioeducation. Tempo psicanal. [online]. 2019, vol.51, n.2, pp. 166-194. ISSN 0101-4838.

This article reports on the construction of listening-flânerie, a research-intervention device of a methodological nature, whose origins go back to the methodology initiated by Gurski (2008) in his doctoral thesis, in which the device of the essay-flânerie was constructed. In the encounter between psychoanalysis and socio-education, it became possible to follow the studies that we had already done from the articulation of psychoanalytic listening with the theme of experience and flâneur in Benjamin and Baudelaire (Gurski, 2008, 2014; Gurski, & Strzykalski, 2018a, 2018c; Gurski, 2019). Choosing Benjamin and Baudelaire, in articulation with psychoanalytic listening, in order to trace the way of this dialogue with the malaise in the socioeducation implies understanding the contemplation of the flâneur and the flânerie as a device that lends a possible position to the researcher-psychoanalyst in the Institution. When we put ourselves in the position of flâneur and offer the possibility of a free speech and more implied with the time of each one, within the institution, we evoked the emergence of a narrative closer to the subject's questions. To sustain this temporal condition common to the psychoanalyst and the flâneur has been a growing challenge in research. It is in this way that the flânerie, in association with listening, collaborates with theorization about the methodology used, enriching our means of speaking of the experience and the construction of this space of intervention and research since Psychoanalysis in the socioeducation.

Palavras-chave : psychoanalysis; socioeducation; listening-flânerie; social workers.

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