Concepções de professores de ensino fundamental sobre a transferência na relação com seus alunos

• Autor(a) principal: Oliveira, Maria Cecília Costa
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/6687
• topic: Transfer; Education; Psychoanalysis; Transmission; Transferência; Educação; Psicanálise; Transmissão; Psicologia; Transferência (Psicologia); 159.9

This dissertation aims at investigating teachers conception of the transfer taking place in the teacher-student relationship, and how this conception is built. An exploratory case study was carried out through open and semistructured interviews performed in compliance with the clinical method. Three in-depth interviews were carried out with elementary school teachers. All the interviews were recorded, transcribed, and analyzed according to the following objectives: identify and analyze teachers' conception of subjective aspects present in their relationship with their students; verify which subjective aspects teachers identify in this relationship; investigate how teachers build knowledge regarding these subjective aspects; verify which aspects can contribute to building knowledge about the subjective aspects present in the teacher-student relationship; investigate the possible contributions of psychoanalysis to education; investigate if it is possible to transmit psychoanalysis to educators; if so, to investigate the way or under which scientific or technical parameter this transmission takes place. In order to analyze the data collected during the interviews, the content analysis approach was adopted. After skimming through the interview records, theme categories were proposed. Then, the enunciation analysis technique was employed regarding the data collected as a field of knowledge that includes the hypothesis of the unconscious. The possible contributions of psychoanalysis to education were investigated when it was verified that the presence of the transfer in the teacher-student relationship needed to be made clear to teachers. It was possible to realize the importance of transmitting knowledge about concept of subject and desire in the psychoanalysis field, which can contribute to dealing with the relationship between teacher and student. It was verified that there is a possibility of transmitting psychoanalysis to educators, and that this transmission is located in the field called psychoanalysis in extension. Establishing a transfer and a clinical device to enable the involvement of teachers in their act was considered a condition for this transmission to occur. Based on the results obtained (limited to the three case studies), it was identified that teachers conception of the subjective aspects present in their relationships with students are weaved with elements of each participants subjective history. Teachers make these questions clear when they are in student positions, but are not so clear when they speak from their position as teachers. The influence of teachers personality on students was noted, which shows that some students identify with some of their teachers. The study verified that some teachers are not supported by other school professionals to reflect on their relationships with students. Without this support, informal sharing with colleagues has taken place as an attempt to fill in this gap. It was also verified that the experience with special needs students in regular schools contributes to teacher formation towards recognizing particularities. Finally, it was possible to notice how some of teachers imaginary identifications can work as a hindrance to learning or to their relationships with students.