Resumo

SERENO, Deborah. Therapeutic accompaniment and inclusive education. Psyche (Sao Paulo) [online]. 2006, vol.10, n.18, pp. 167-179. ISSN 1415-1138.

TA’s work with psychotic and autistic children at school territory is a clinical device that is sustained in a network of collective commitments aiming the inclusive and quality education for all the children. School inclusion of the children has amplified and made relevant matters of the school as a whole more complex. And it indicates the exercise of living together as a manner to deal with rigidity before the differences. From the transference and the active presence, and taking into account the singularity of each child, the therapeutic accompanier works as a secretary, interpreter and translator of the environment favoring important subjectivization effects and the connection among the several elements of the territory. TA ends when the class (teacher and children) starts working as a reference for harboring and sustaining the subject’s productions, with which he/she should commit himself/herself.

Palavras-chave : Therapeutic accompaniment; Networks; Transference; School territory; Severe upsets at the childhood; Psychosis; Autism.

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