A presença do afeto no cenário pedagógico

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This paper elaborates on the presence of affection into the pedagogic action. How affection is inserted in the pedagogic scenario, the forms the teacher is affected by such relation, and the possibility of thinking about the results of the teachers actions. Thus, the psychoanalysis theory casts a new light on this question, its the unconscious getting across the individual and thus constructing him or her. The Freudian theory allows a new look into the educational issues and let the teacher rethink his/her authoritative role. It also permits the teacher to put the affection driven to him/her in the right place via transference relation of knowledge. To surveys means, 34 questionnaires, 25 educational memory games and 32 log files gathered in the extension course were used. The course in question is Educational Memory and Teachers Subjectivity: From Imaginary to Symbolic. 41 teachers took part in such course, where they have produced data analyzed. From the teachers reports, it is possible to recognize that affection affects, and the impressions of the teachers remain, re-editing its practice. Nonetheless, despite all difficulties faced, teachers are capable of realizing and form what happens in the pedagogic action. Through the conceptions, they seek to understand and help their pupils so to redraw affective bonds within the pedagogic actors. This paper aims at rethinking the initial and continued educational formation of a teacher. The data analyzed has proved such formation to be somewhat superficial. Especially when it comes to reelaborate the teachers own educational memory and perception of how much the teacher is affected by them.

ASSUNTO(S)

psicanálise afeto psychoanalysis relação professor-aluno transferência educacao teacher-student relationship affection transference

ACESSO AO ARTIGO

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