Psychopedagogy and psychoanalytic crossings: a case study

Abstract

This article presents the trajectory of a school mediation case, aiming to analyze its development. It integrates Psychopedagogy and Psychoanalysis to understand the personal, social, and educational development of an adolescent with learning difficulties, who received school mediation support in a private elementary school in Rio de Janeiro. The intervention focused on addressing his motor, cognitive, social, and emotional difficulties in order to promote autonomy, self-esteem, and the development of his academic skills. Due to the complexity of the case and the multiple aspects involved, it was necessary to combine both theoretical approaches to gain a deeper understanding of the subject’s underlying dynamics. This choice allowed for a more effective management of the inclusion process, supported by academic research from both printed and online sources, such as Google Scholar. The study highlights the impact of implementing individualized adaptive strategies through school mediation, which initially led to overcoming barriers that hindered learning, social growth, and the ability to make autonomous life choices. The article seeks to contribute to the development of inclusive practices within the school context. Its structure is organized into four parts: presentation of the case and the mediation process; fundamentals of Psychopedagogy; psychoanalytic assumptions regarding the subject’s nature; and, finally, the interventions carried out and their respective effects.