A Inclus O Da Subjetividade No Ensino Da Psicopatologia

A inclusão da subjetividade no ensino da P sicopatologia Psicopatologia

Octavio Domont de Serpa Junior1
Erotildes Maria Leal 2
Rita de Cássia Ramos Louzada 3
João Ferreira da Silva Filho 4

SERPA JUNIOR, O.D. ET AL. Including subjectivity in the teaching of psychopathology. Interface - Comunic.,
Educ. v.11, n.22, p.207-22, mai/ago 2007.
Saúde, Educ.,
The study of Psychopathology has often been presented in a descriptive form. Though this may be relevant for teaching because it helps students to recognize and identify the symptomatology of each psychopathology, it overlooks the subjective dimension of falling ill and its relational aspects. By approaching the issue from the standpoint of existential anthropology, we present a practical psychopathology teaching experience that regards these dimensions as relevant to the understanding of mental suffering. Two new modes of practical teaching employed in the “Special Psychopathology I” course offered to psychology students of the Federal University of
Rio de Janeiro are presented, using the descriptive case study method. The idea is to expand practical teaching, traditionally based on the model of a long clinical interview carried out in the presence of a large group of students that observe everything passively. Our aim is to bring teaching and the practice of psychopathology closer to the ideals of the Brazilian Psychiatric Reform, which views mental illness as a complex phenomenon that involves the relationship of the subject with the world.
KEY WORDS: Psychopathology. Teaching. Subjectivity. Anthropology. Existentialism.
O estudo da Psicopatologia tem sido freqüentemente apresentado em sua dimensão descritiva. Apesar da relevância para o ensino - auxiliar o aluno a reconhecer a dimensão sintomatológica dos quadros psicopatológicos -, exclui a dimensão subjetiva da experiência do adoecimento e seus aspectos relacionais. Partindo da tradição antropológicoexistencial, apresentamos uma experiência de ensino de