A transferência na educação: um diálogo entre psicanálise e fenomenologia

Abstract

Thinking and advocating for education is an unequivocal political act of resistance; it is bringing all the transformative capacities and skills of the citizen subject of seeing “through” and “beyond” to the center of the debate. It means raising the importance of education as a conduit, means, or way for the emancipation of a community. Based on the theories of Freire and Rancierè, this research aims at understanding what can be done so that transformative education seeks equality, considering it to be the leveling of beings born under different conditions, such as the poor and oppressed by the state and society. The other, impersonated by the teacher, can achieve a lot, as long as one is willing to let oneself belong and to let oneself be affected by these individual students. One alternative to contribution may be possible through what we know as transfer, a concept derived from psychoanalysis. The purpose of this research is to follow an approach according to the phenomenological perspectives of Husserl and Merleau-Ponty, specifically concerning the conceptions of intentionality and lived experiences, the modalities of valuation with their consequences in the constitution of the subject, and the psychoanalytical theories of Freud and Lacan referring to transference, the formation of subjectivity, listening, desire, and structuring of relationships with others.