A experiência analítica e seus efeitos de formação na escola de Lacan

Abstract

The objective of this thesis is to demonstrate that, in Freudian and Lacanian psychoanalysis, the training of a psychoanalyst comes primarily from their experience as an analysand. The work is structured in three articles, interconnected by the object of investigation, namely, the relationship between psychoanalytic experience, psychoanalyst training, and the teaching of psychoanalysis. The articles discuss, from the conjunction and disjunction of arguments, possible relations between experience, training, and teaching, having Freudian and Lacanian psychoanalysis as a theoretical framework. Considering, with Freud, that research in psychoanalysis is a constitutive part of the clinic, this investigation starts from an experience of psychoanalysis already concluded and in part published, and emphasizes the incidence of the experience as an analysand in the formation and, consequently, in the teaching/transmission of psychoanalysis. The hypothesis can be formulated as follows: if, since Freud, psychoanalyst training has been based on the tripod formed between personal analysis (i.e. analytical experience), supervision of treatments conducted by the analyst, and the theory that comes from practice, the experience of personal analysis is the element that supports supervision and theoretical study. The question that guides the research is: how do we qualify the training of the analyst and the teaching/transmission of psychoanalysis from the analysis experience, within the necessary articulation between supervision and the study of theory? From this central issue, we move on to another question: how do we face the avalanche of treatments that promise immediate results? The first article focuses on reporting my own analysis experience and its crucial moments, namely: the beginning, middle and end of an analysis. The second article prioritizes the training of the analyst in its epistemic aspect, with emphasis on Freud's and Lacan's efforts to preserve the particularities of psychoanalysis as a unique clinic. And the third article addresses the teaching and transmission of psychoanalysis and its challenges, due to the proximity to the limit of words imposed by the Real that is at stake in the epistemic transmission of psychoanalytic theory. The method of this investigation is the construction of first-person testimonies. This is an account of the analytical path for transmission purposes, based on dialogues with the material arising from the formations of the unconscious and reported in analysis sessions, accompanied by interpretations of the analyst who conducted the treatment. Despite approaching the construction of the case in psychoanalysis, it so differs, fundamentally, because the construction of the clinical case is a report on the path of third parties, with testimonies being a first-person report on the effects of an analysis on the body of the individual who offers their testimony.