Psychoanalysis and Education: Necessity for a Relationship in the Teaching-Learning Process

Abstract

Establishing a relationship between psychoanalysis and education, has still sparked great discussions by educators and psychoanalysts. One question becomes paramount: what kind of relationship can psychoanalysis maintain with education? Such questioning had already been raised by Freud, however with some discretion but at the same time no less enthusiastic. We know that there isn’t type of writing dedicated exclusively to education in the work of the master of psychoanalysis. Freud entered the field of education taking as explanations questions that involve the burden of repressive education in the moralizing sense, and its consequence for the increase of the subjects neurotic illness, as well as the difficulties generated by the parents' impasses in clarifying the children's sexuality .We must emphasize that there is no psychoanalytic pedagogy, since the attempt of a relationship between psychoanalysis and education in this context is, historically, of broken marriages, since, on the contrary, the role of psychoanalysis in the educational field is to deconstruct pedagogy while it promotes a speech by the exclusive master on education. In this article, we intend to take an approach in an attempt to defend the idea that the relationship between psychoanalysis and education, today, becomes necessary with regard to the emergence of subjective phenomena present in the teaching-learning process based on the relationship of subjects who in it, under the Freudian condition of killing the master to be the master of ourselves when we place ourselves as educating subjects.