Literature as psychopedagogical intervention with teenager

Abstract

This paper aims to present the use of literary texts reading in psycho-pedagogical intervention with an adolescent. He presented himself in the sessions as the mother ’s baby and suffered school bullying, complaining of being mocked and isolated by his colleagues. In an attempt to be accepted by his classmates, he submits to them and accepts being the silly boy of the class. The therapeutic value of literature has been advocated by different authors. Candido says that literature has the power to humanize, Benjamin sees a relationship between narrative and healing, and Petit studies reading in spaces in crisis. The literary text, for its construction and meaning opening power, provides the reader with possibilities to break the meaning entrapment. Herrmann proposes the psychoanalysis method: the interpretation, understood as a field rupture and an engine of the therapeutic process. It’s through this interpretation that the rules imprisoning the subject emerge, creating the possibility of construction of new meanings. Barone supports the use of the psychoanalytic method – the field rupture – in the clinic of learning difficulties, in which only the methodological security supports the therapist’s job, who will be able to invent his own technique through the use of literature. The results show that the reading of literary texts created human situations in which it was possible to reflect about the teenager ’s life situation. The reading granted him the construction of his cognitive knowledge and the interest in words’ meaning, postulated by Candido as a third significant face of literature.