Trajetórias subjetivas na experiência de formação

• Autor(a) principal: Tavares, Carla
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da FAEEBA (Online)
• Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/10529
• topic: Experiência formativa; Relação com o saber; Transmissão; Formação de professores; Psicanálise

Approaching teacher training focusing the subjective division, which prevents the integration of knowledge or the totalization of any educational practices, this article discusses the results of a psychoanalytic-oriented research that intervened in pre-service and in-service teachers. The theoretic premises are supported by the articulation between the relation to knowledge, experience and transmission, as conceived in the field of Psychoanalysis and Education. Byopening the speech to participants in different formats, the research provided moments of suspension of subjective certainties through interventions and remarks, aiming to allow teachers to (re)appropriate the teaching position.The analysis of the corpus has contemplated the subjective movements in this direction, through what has been named experience reports. Through the narrativization of the interventions and their effects on the participants, the reports have mapped the points around which the construction of a particular knowledge about teaching and the inscription in the subject of something of the order of a transmission was indicated. Thus, the relationship between spaces of speech-listening and the establishment of experience were configured as triggers of formative trajectories marked by subjective investment and, therefore, marked by a significant relation to knowledge.