Elección y temporalidad: el margen de la lectura
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Universidad Nacional de Rosario. Facultad de Psicología. Departamento de Psicoanálisis
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En este artículo buscamos avanzar sobre
algunas de las preguntas formuladas en el
espacio de las Jornadas de Psicoanálisis
de la Facultad de Psicología de la UNR,
acerca de las dificultades en la lectura de la
obra de Freud en los inicios del recorrido
universitario en la carrera de Psicología.
Este ámbito se ofrece a los docentes con
el fin de dar a conocer el modo en el que
pensamos nuestras prácticas. Algo de este
“pensar” parece escurrirse, en el diario
trajín de la enseñanza universitaria. Cotidianeidad ajetreada y a veces arrasada por
una multiplicidad de fuerzas, conflictos o
situaciones que nos llevan a un “duro esforzar” para encontrar la oportunidad del
diálogo, del acercamiento a las preguntas y
las lecturas de los estudiantes. Sin embargo, a veces esos encuentros se producen en
el margen que se sustrae al tiempo difuso
o enloquecedor en el que tropieza la vida
institucional. Allí, en el ahuecamiento de
un devenir pleno de sentidos cristalizados,
se instaura provisoriamente otra temporalidad, donde la palabra revela su potencia
evocadora, y ciertos anudamientos, nuevos, se enlazan a otros que “ya estaban”.
In this article we seek to advance on some of the questions formulated in the space of the Psychoanalysis Conference of the UNR’s School of Psychology, about the difficulties in reading Freud’s work at the beginning of the university course. This field is offered to teachers to make known the way in which we think about our practices. Something of this “thinking” seems to slip away, in the day-to-day work of university teaching. Busy daily life and sometimes devastated by a multiplicity of forces, conflicts or situations that lead us to a “hard work” to find the opportunity for dialogue, the approach to questions and the readings of students. However, sometimes these encounters take place in the margin that subtracts from the diffuse or maddening rhythm in which institutional life stumbles. There, in the hollowing of a becoming full of crystallized senses, temporarily establishes another temporality, where the word reveals its evocative power, and certain knots, new, are linked to others that “already were”. What would this “other time” be about, that can take place, from time to time in a class space
In this article we seek to advance on some of the questions formulated in the space of the Psychoanalysis Conference of the UNR’s School of Psychology, about the difficulties in reading Freud’s work at the beginning of the university course. This field is offered to teachers to make known the way in which we think about our practices. Something of this “thinking” seems to slip away, in the day-to-day work of university teaching. Busy daily life and sometimes devastated by a multiplicity of forces, conflicts or situations that lead us to a “hard work” to find the opportunity for dialogue, the approach to questions and the readings of students. However, sometimes these encounters take place in the margin that subtracts from the diffuse or maddening rhythm in which institutional life stumbles. There, in the hollowing of a becoming full of crystallized senses, temporarily establishes another temporality, where the word reveals its evocative power, and certain knots, new, are linked to others that “already were”. What would this “other time” be about, that can take place, from time to time in a class space
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