Pandemic, educational reinventions and teacher malaise: a contribution from a psychoanalytical perspective

Abstract

The pandemic caused by the new coronavirus imposed many adjustments and changes to the educational system and, with this, brought to educators new forms of adaptation, generating mental and physical suffering. Therefore, based on psychoanalysis, this work aims to reflect on teacher malaise and its symptoms in the face of changes in pedagogical practice during the pandemic. For this, we used theoretical research to compose the reflections presented here, since previous research have shown that malaise and its symptoms are present, to a greater or lesser extent, in the lives of educators. We conclude that, it is necessary to rethink the forms of transferential relations between student-teacher, reflect on the role of the subject-supposed-to-know and review the conditions with which Education can be practiced, expanding the teaching possibilities with regard to technologies, breaking paradigm and educational innovations of the 21st century. After the pandemic and in subsequent research, it is necessary to expand this theme.