Psicanálise e educação : algumas reflexões sobre a repressão no processo educativo e suas consequências para o mal-estar na atualidade

Abstract

This work intended to study the look of the psychoanalysis about the education, with focus in the question of the repression in the educational process and its consequences for the malaise nowadays. The goal was highlight the main passages that directly or indirectly touch the theme of education in Freud's writings, in addition to reflecting on them based on post-Freudian authors who concerned with educational phenomena. Also were discussed the consequences of the excess of repressions in the educational formatives processes, analyzing educational proposals that already had been practiced and proposals that are under discussion, including in the Brazilian context, such as homeschooling and militarized education. Finally, we sought to investigate the family, school and social educational processes, from the perspective of psychoanalysis, with a view to an education that enables the formation of citizens capable of dealing with the anxieties and frustrations of today's society. The Psychoanalysis considers that the experiences lived in childhood are of significant influence for the course of adult life. It is precisely because of the significant weight of childhood in the constitution of subjectivity that the consequent weight of education can be attributed, which has a challenging character. To this end, three Freud's writings were selected, chosen for their respective contributions to education, in order to analyze his proposal regarding the formation of subjectivity, the life in society and the constant conflict that the human being goes through in an attempt to meet the individuals and collectives demands, which are often contradictory and appear in the educational process, be it family, school, cultural or social. We also had studied the Freudian perspective on child sexuality, the struggle between the imposition of culture and drive satisfaction, as well as the difficulty of the man in reconciling his drives with the demands of culture. Thus, it was concluded that social coexistence in western culture tends to produce malaise in human beings, in addition, the repression can contribute to generating neuroses, bringing up discomfort in the middle of social coexistence. On the other hand, not adapting to this interaction can bring socio-cultural limitations. In the face of such insurgencies, there is an expectation that education, especially early childhood education, will be an instrument for forming citizens capable of dealing with desires (and conquering them) and their frustrations. Thus, it is important to explore the most appropriate ways through which the educational process should go, with emphasis on the dynamics present in this path. Finally, it was intended to think the education in a way that it would be good enough to form human beings who are psychically healthy and minimally prepared for social interaction.