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Psychoanalysis and education: analysis of pedagogical practices and teacher training
Abstract
The relation between psychoanalysis and education has existed since Freud demonstrated his concern for pedagogy. This allowed educators to have a better understanding of child and adolescent development. The fundamental psychoanalytical premise is the differentiation of the conscious and the unconscious. The goal of this work is to present possibilities for clinical practice on teacher training based on an analysis of pedagogical practices, in such a way as to allow teachers to face every day school issues. The clinical groups which analyze teaching practices address issues of care and therapeutics, establishing the group and the professional practice as psychoanalytic objects. They take place in the education establishment or in the context of continued education or personal development.
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This article intends to describe the bonds between care and education, according to a clinical and psychoanalytical approach. Two domains are studied, that of the psychotherapies of the children and that of the teachers in training, from transferentail dynamics. The clinical animation of teachers groups shows therapeutic effects on the psychic world of teachers and professional and personal suffering. This double dimension of care and self experience is present since the foundation of the psychoanalysis
The transmission of psychoanalysis to educators interrogates the analyst as to the meaning of his/ her act and the destination of the transference, as the transmission of psychoanalysis’ knowledge is directed towards another, the educator, who is situated in a setting, which is foreign to the psychoanalytic field. The article sets up a distinction between transmission and teaching, pointing out the radical difference between the formation of the analyst, that puts into action the transmission of psychoanalysis in its intention, taking into account the three dimensions that encompass it, by means of the transmission of a style, and the formation of educators, even when they allow themselves to be affected by the transference process in the transmission of psychoanalysis in extension, in its teaching dimension.
A discussão neste artigo se estabelece dentro dos parâmetros teóricos da psicanálise e volta-se para os alunos das camadas populares, os quais são apontados, na literatura especializada acerca das diversas modalidades de inadaptação escolar, como os que freqüentemente fracassam na escola. Apontam-se os efeitos, nestes alunos, de uma prática educativa que se espelha no ideal e na ilusão imaginária e que tem como conseqüência o esvaziamento do papel do professor no processo de ensino e de aprendizagem e a produção do fracasso escolar.
The secondary schoolteachers work with pupils in school and psychic difficulty varied (inhibition, personality disorder, educational deficiencies), in ordinary classes or specialized agencies. This research describes certain identity stakes mobilized in the report/ratio with the knowledge, the practices and the relations with the pupils, in the teachers confronted with these new situations.
Professor sobre pressão
- F Curi
A prática educativa: uma leitura a partir de Freud e Wallon
- R. L. S Pedroza
- S. F. A Almeida