Contribution of Psychoanalysis to Continuing Teacher Education: reflections and possible constructions

Abstract

The main objective of this essay is to consider the contribution of the Theory of Psychoanalysis throughout the continuing education of educators, using dialogue and reflection as the main instruments. The methodology used was qualitative, characterized by an initial introduction to the theme. The hypothesis was that access to the theory developed by Sigmund Freud can help individuals become self-aware and have, through questions and/or more elaborate thoughts, tools to improve their professional actions. It is believed that this line of reflection can contribute to a broader and more  grounded dialogue, based on the presence of multidisciplinary professionals in the training of educators, as in the case of the Psychoanalyst. The proposal suggests that by bringing the foundations of psychoanalysis to the scope of education, it becomes possible to carry out more consistent work on the person that is in that professional. The discussion was structured, permeating some aspects of the Theory of Psychoanalysis, opting for the understanding that it is a technique of care through conversation, active listening, in the search to reach the needs of the individual. It is believed that there are themes to be discussed during training sessions that can help teachers understand themselves and, consequently, contribute to their professional performance.