Da novela à escola: rebeldes em ação

Abstract

This study addresses the imaginary complexes of Projection-Identification in the soap opera Rebelde s influence over the lives of adolescents from 12 to 19 years old in a public state school in the city of Caieiras, as well as the presence of this influence daily in school. The soap opera Rebelde became one of the cultural products most present in the daily lives of the adolescents, and, with the innovation of moving between fiction and real life, it catered to the tastes of this public, achieving great success among the students. The results of the field study show that the soap opera Rebelde was present at school with the adolescents, through the mechanisms of Projection-Identification, reflected in the way they talked, dressed, joked and by objects related to the soap opera. They also showed that, through these mechanisms, the adolescents can learn, have ideas, acquire information and insights about their lives and those of others, especially with regard to interpersonal relationships, since through the soap opera s plots they are confronted with realities they would otherwise hardly know of or understand. They observe people s behavior and imagine how they themselves would behave if they were facing similar situations. However, according to the students most teachers do not realize or consider the presence of the soap opera in school, much less its impact on the adolescents lives at school. Even the school is renouncing the pupils reality by failing to integrate it into its pedagogical proposition, causing a big gap between what is taught in the classroom and the students context, as their inter-retro-relations are not noticed. Given the strong presence of television in the adolescents daily life and the confirmed distance between television and school, the approach of Edgar Morin s Complexity Theory proposes a new relationship of rapprochement and dialogue between teacher and student as a way forward, where both are part of the learning process, articulating the school s systematic knowledge and the student s life experience in a complementary relationship. It points out that it is essential to give voice to the adolescent and get to know his or her daily reality, stressing the fact that the reality the student knows and lives is not only the empirically understood one, but the reality of dreams and ideas, of beliefs, emotions, aspirations, fantasies and desires. So when disregarding the symbolic dimensions it becomes impossible to get access to the student s worldview.