LIMITES E ALCANCES (IM)POSSÍVEIS ENTRE PSICANÁLISE E EDUCAÇÃO: DO TEMPO DE FREUD À ATUALIDADE
RESUMO:
The purpose of this article is to discuss the interface between Psychoanalysis and Education. To this end, a historical journey is made through attempts to bring the fields closer together: part of the first decade of the twentieth century, when the dialogues around the relationship between Psychoanalysis and Education began with Sándor Ferenczi and Oskar Pfister, among other contemporary authors of Freud, and then transit through psychoanalytic studies in the field of Education developed in Brazil over the last 100 years. The experiences and theoretical-practical productions socialized by the wide list of intellectuals interested in the possible incidences of psychoanalysis in the educational field, in Brazil and other countries, lead us to admit that, although they encounter resistance both in the psychoanalytic environment and within educational studies, the possible encounters between both areas should not be ignored, not from the perspective of one field that overlaps the other, but of two fields that can hurt and nourish each other. Thus, it is concluded that, after more than a century of Sigmund Freud’s invention, the limits and scope of the interlocutions of Psychoanalysis and Education do not cease to be (not) inscribed, inciting fruitful debates on consecrated pedagogical themes or aspects involved in education.
Keywords:
psychoanalysis and education; research in Psychoanalysis; historical path
https://doi.org/10.1590/0102-469842462t
Fonte: Biblioteca Eletrônica Científica Online (www.scielo.br)
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