Implicações do campo da psicanálise para a prática educativa no cotidiano escolar

• Autor(a) principal: SANTOS, Lindalva Pessoni
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/2021
• topic: Prática educativa; Pedagogia; Didática; Psicanálise; 1. Prática educativa; 2. Psicanálise; Educational practice; Pedagogical field; Didactic field; Psychoanalysis; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This paper, supported by a theoretical background and one of the results of the research project Around the letter: reading, writing and transmission, located in the research area Principles of the educational processes of the master's program in Education of the Universidade Federal de Goiás, propose a discussion about the implications of the psychoanalysis field to the educational practice in the school everyday life. To guide such discussion, scholars of the pedagogical, didactic and psychoanalysis fields were chosen, on the one hand, because of the principles that guide the educational practice come, mainly, of the investigations developed by these two first knowledge fields and, on the other hand, the use of psychoanalysis contributions, took in Freud and Lacan explanatory studies, are shown in the interrogative form, originated in the lived educational field s impasses. To such discussion, we have begun by the organization of the determined educational practice, in the XVII century, by the scholar Jan Amós Comenius who was the creator of a work knew as Universal treaty of teaching everything to everybody . This treaty brought the promise of a form of teaching which was impossible not to learn. Since then, many others treaties were produced, however, even with all the theoretical papers, the impasses about how to educate, how to teach and how to learn are not simplified in many ways, always creating new expectations which could come from the educational scholars who investigate this plot, mainly when they produce or reproduce, based on classical studies about education and the object, knowledge and subject notions. In this paper, we are trying to reflect about the awareness, open, understandable and communicative educational practice questions that, besides, hold an opposite, an unconscious, complicated and not understandable dimension, which, even ignored, it is there and, nonchalantly, waves the formal and universal sense in which it is built. When the psychoanalysis refers to pedagogical and didactic fields, it calls these fields to consider the tension between the impossible and the necessary of the education and, in this way, to be more involved in its researches and proposals, with the characteristic that can appear inside the educational practice, in the family and in the school everyday life.