Adolescentes, Seus Professores: Enredos da Dinâmica Intersubjetiva em Sala de Aula

Based on the outcomes of a focus group in which eight teenagers discussed about their experience in a public school this article seeks to underscore aspects of the intersubjective dynamics in the classroom. The speeches of the teenagers reveal how the unfolding of their sexual life can lead teachers to become entangled in situations that put their authority at stake. It is also meaningful that the highlight effect produced by compliments to the students in the classroom reveals an inconvenient side effect. A psychoanalytically oriented analysis of the utterances of the group indicates how the responses of the teacher to the way he or she is perceived by the students can promote or prevent the intersubjective dynamic. From this it is concluded that the student’s desire to learn depends partially in the acknowledgment of the singularities of the teenagers.