Neoliberal disobedience: a tale of failure

Abstract

This article is configured as a qualitative study on the supervision of monographs in psychodrama, addressing themes such as failure, neoliberal disobedience, guilt, care, and racial and power relations. It highlights the importance of recognizing situated knowledges as a condition for a meaningful and empowering encounter between supervisor and supervisee. Furthermore, it discusses the role of affirmative action and retention policies in training settings, as well as group care as a strategy for promoting students’ mental health. The report also reflects on the development of initiatives to confront racism, LGBTphobia, and abusive relationships involving students, supervisors, and professors.