000			01856cam a2200217 4500500
005			20250121184341.0
041			_afre
042			_adc
100	1	0	_aZelmanovich, Perla _eauthor
245	0	0	_aParadoxical Inclusion and Segregation in Middle School
260			_c2016.
500			_a96
520			_aThe discontent in contemporary culture takes shape in segregation processes which can also be seen in high schools, contributing to the complex web of social violence. Research conducted in Argentina and checked against other Latin American and European investigations, allow us to situate the paradoxical effects of universal education inclusion polices and they gain social and subjective relevance especially when the subjects go through adolescence. Guided by psychoanalysis and the paradigm of indexical inferences, segregation is studied case by case and read between three dimensions: cultural, institutional, and subjective. In this framework, the figure of the student included and paradoxically excluded from educational speech is built. A study of experiences that allow the crystallized figures of segregation to move and allow the formalization of approaches that work in opposite directions from the processes of self- and hetero-segregation to be formalized. It is a transdisciplinary exercise from psychoanalysis with the theory of the four discourses, transference, the logic of all / not-all, and from pedagogy with a theory of the educational link.
690			_aParadoxical inclusion
690			_asegregation effects
690			_apsychoanalysis
690			_atransdisciplinary
690			_amiddle school
786	0		_nCliniques méditerranéennes | o  94 | 2 | 2016-10-05 | p. 139-158 | 0762-7491
856	4	1	_uhttps://shs.cairn.info/journal-cliniques-mediterraneennes-2016-2-page-139?lang=en&redirect-ssocas=7080
999			_c649782 _d649782