Acceso usuarios
[1]
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Graciela Beatriz Stefani
[1]
El siguiente trabajo resulta del análisis de un dispositivo de Danza Movimiento Terapia (DMT) virtual realizado con 9 docentes en ejercicio, del ámbito formal y no formal, durante la pandemia por COVID-19, en Buenos Aires. El dispositivo Aulabramantes se desarrolló durante un trimestre al comienzo de 2021. A partir del registro en video de los encuentros grupales y de entrevistas individuales a las participantes se realizó un análisis cualitativo que combinó el análisis de contenido para los encuentros con el método comparativo constante para las entrevistas. En un trabajo previo se ha caracterizado ya el proceso grupal; el presente artículo complementa aquellos resultados haciendo foco en un tipo particular de procesos individuales de las docentes participantes, caracterizados como procesos de figurabilidad que conducen a diferentes tipos de insight. En los resultados se categorizan los insight según su contenido, según su forma, según su modo de emergencia, según su recorrido asociativo y según su entidad epistémica. Se caracterizan, por último, una serie de condiciones que parecen haber contribuido a favorecer el trabajo de figurabilidad que conduce al insight vinculadas al encuadre, a las técnicas, a la relación con la coordinadora y a la relación con el grupo. La discusión de los resultados desde un marco teórico psicoanalítico permite comprender mejor los procesos de insight en general, y, más específicamente los procesos de insight que la Danza Movimiento Terapia facilita.
The following work results from the analysis of a virtual DMT (Dance Movement Therapy) device carried out with 9 practicing teachers during the COVID-19 pandemic, in Buenos Aires. The device was called Aulabramantes and was developed during a trimester at the beginning of 2021.
As part of a CONICET project that studies the subjective processes in adult educators and the devices that accompany them, Aulabramantes was raised with a double intention of intervention and research. As an intervention, it was proposed as a response to the critical situation that the teachers faced during the pandemic. The research aspect, on the other hand, involved analyzing the clinical and transformative potential of a device that involves the body and the techniques of DMT in a group of teachers in a virtual setting.
From the video recording of the group meetings and individual interviews with the participants, a qualitative analysis was carried out that combined the content analysis for the meetings with the constant comparative method for the interviews. In a previous article, the group process had already been characterized. This work complements those results by focusing on a particular type of individual process of the participating teachers, characterized as the figurability process. This process that enables the conversion of images into concepts and words is part of the process of insight.
In the results, the insight are categorized according to their content –needs, desires, personal qualities, feelings, personal or group processes–, according to their form –questions or statements–; according to their mode of emergence –by identification and by contrast–, according to their associative path –from someone else’s movement, from someone else’s movement to one’s own poetic word, from someone else’s poetic word to one’s own movement, from someone else’s movement to one’s own movement and from one’s own movement to one’s own drawing–, and according to their epistemic entity –new information, old information that is remembered, information that was already known theoretically that is then known in an embodied way. Finally, a series of conditions were characterized that seem to have contributed to favoring the work of figurability that leads to insight. These conditions were found to relate to the setting, the techniques, the relationship with the coordinator and the relationship with the group. Especially, the particular form these conditions took seems to have promoted tolerance to the anguish of non-representation, which favoured the figurability process that led to the emergence of subconcious material.
The results are discussed from a psychoanalytic theoretical framework and from previous studies on DMT. In general terms, the conclusions deepen the understanding of the process of insight acknowledging embedded subprocesses, not only enabling the description of its forms through the types of insight identified, but also offering a possible model to understand how these processes are carried out through the inclusion of the concept of figurablity. Tracing this process through the zoom meetings in Aulabramantes allowed for a clearer view of the way insight occurs in DMT devices, no matter what population it tends to.
More specifically the results provide empirical evidence regarding the efectiveness of DMT to promote introspection, self-observation and subjectivation processes through virtual mode, something completely atypical that was carried out to meet the needs of the specific situation the pandemic led to. “Lighting the eye of the storm”, which gave the name to this writing, was the way one participant named her process during the DMT device. Last, but not least, the conclusions point to the potential of DMT for working in the educational field, especially with teacher population, to favor self-observation.
