Atravessamentos da psicanálise na formação de professoras

Abstract

The work intends to analyze the effects produced by the crossing of psychoanalysis in the trajectories of initial and continued teacher training of teachers working in differents educational institutions. For that, was carried out a bibliographical research about the relations between psychoanalysis and teacher training, as well as interviews with three pedagogues whose professional trajectories were impacted by the encounter with the psychoanalytical referential. The bibliographical research carried out considered the articles published in the last ten years, in the CAPES Portal and in the SCIELO Platform, being selected the publications referring to the formative processes of teachers. The analyses of these articles emphasize the discussion about possible contributions of psychoanalysis in the formative trajectories of the teachers, indicating that such subsidies are composed of three axes: (1) the teacher as a subject; (2) transference relationships between professors and students; and (3) the effects of contemporaries educational imperatives on pedagogical relationships. In turn, the results of the interviews point to the singular character of the interviewed pedagogues' encounters with psychoanalysis, confirming that this crossing is considered by them as essential in their formative trajectories, being of the order of a choice that occurs in the interweaving between the professional and personal, guided, mainly by the desire of the subject. In the formative trajectories of these pedagogues, the encounter with psychoanalysis took place, as a rule, during continuing education, a moment in which there was an encounter with psychoanalysis through personal analysis, with the search for psychoanalytic care motivated by questions arising from teaching practice with children. According to the interviewees, teaching is considered challenging from a subjective point of view, as it demands processes of listening and acceptance that require considering children and adolescents as subjects who are protagonists of their learning processes, which require the redefinition of idealizations existing in relationships with peers, students and families. Based on the constructed data and the resulting analyses, it’s possible to conclude that the presence of psychoanalysis in teacher training is currently lacking in initial training, generating resistance as it refers to historical practices that need to be overcome, for this reason, the teaching meeting with the psychoanalytic referential takes place, mostly, in continuing education. Additionally, it was evident that the choice of psychoanalysis as one of the references that underlie teaching postures and practices allows to deal in a differentiated way with issues inherent to professional practice in its interweaving with the personal dimension.