Freud: da teoria psicanalítica à prática educacional

• Ano de defesa: 1987
• Autor(a) principal: Pinto, Sergio Murillo Lima da Silva
• Orientador(a): Baeta, Anna Maria Bianchini
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Link de acesso: http://hdl.handle.net/10438/8943

The use of Freud's psychoanalytic theory in fundamenting a psychological approach to educational problems allows to consider both the full developrnent of the individual and his relations with the society to which he belongs. A reliable evalutation 'of the possibilities and limits of such use requires a systematic study of the theory, including instincts and their vicissitudes, especially repression and sublimation, development of sexual function, Oedipus cornplex, identification, super-ego and narcissism. Based on this study, one can say that Freud's ideas on education concentrate on two processes which extend themselves thro1,l.gpout ·the, whole life of the individual: his development of the ego and his integration to culture. Applying psychoanalytical knowledge to education, having in mind its prophylactic character, raises great difficulties. The Freudian proposal of an education for reality has to be accomplished already in the early years of childhood. This would require a very problematic parental guidance and teacher orientation. However, the use of psychoanalysis, either as a scientific discipline or as an investigation procedure, in order to widen comprehension of the educational process, may prove to be a substantially renovating feature, provided that it is integrated into interdisciplinary research. This understood and applied, the contribution of psychoanalysis may be enriqhing and itself enriched by such procedure. Otherwise, psychoanalysis will reveal its limitations and prove itself unable to apprehend the complexity of social relations.