As influências da psicanálise na educação brasileira no início do século XX
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Data
2006-08-01
Autores
Abrão, Jorge Luís Ferreira [UNESP]
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Editor
Universidade de Brasília (UnB), Instituto de Psicologia
Resumo
O presente artigo tem por objetivo discutir, a partir de um vértice histórico, a relação entre educação e psicanálise no Brasil. Partindo de um estudo qualitativo, fundamentado na análise bibliográfica relativa à produção psicanalítica dedicada à educação produzida no país nas primeiras décadas do século XX, são discutidas as contribuições da psicanálise na transformação das práticas educacionais. Os resultados indicam que a psicanálise esteve presente na educação de duas formas: inicialmente, pela divulgação de informações teóricas relativas aos conceitos psicanalíticos e às características do desenvolvimento emocional da criança, por intermédio de livros e cursos destinados a educadores, e, posteriormente, através da criação de uma prática de assistência ao escolar com problemas de aprendizagem ou comportamento, desenvolvida em clínicas de orientação infantil, que consistia na avaliação da criança e na orientação de pais e professores. Conclui-se que a psicanálise, enquanto fundamento teórico e prático, forneceu elementos que contribuíram para a sustentação dos pressupostos filosóficos da Escola Nova, que surgiu, a partir da década de 1920, como alternativa ao ensino tradicional.
The present article aims at discussing, from a historical point of view, the relationship between education and psychoanalysis in Brazil. Starting from a qualitative study, based on the bibliographical analysis relative to the psychoanalytic production dedicated to education produced in this country in the first decades of the 20th century, the contributions of psychoanalysis in the transformation of the educational practices are discussed. The results show that psychoanalysis was present in education in two ways: firstly by turning public the theoretical information related to psychoanalytic concepts and to the characteristics of child emotional development, through books and courses designed for educators and, afterwards, through the creation of an assistance practice to scholars with learning or behavior problems, developed in child orientation clinics, which consisted on child evaluation and parents and teachers orientation. We conclude that psychoanalysis, while a theoretical and practical fundament, supplied elements which contributed to the support of the philosophic presumptions of a new educational model that came up as from 1920 as an alternative to traditional teaching.
The present article aims at discussing, from a historical point of view, the relationship between education and psychoanalysis in Brazil. Starting from a qualitative study, based on the bibliographical analysis relative to the psychoanalytic production dedicated to education produced in this country in the first decades of the 20th century, the contributions of psychoanalysis in the transformation of the educational practices are discussed. The results show that psychoanalysis was present in education in two ways: firstly by turning public the theoretical information related to psychoanalytic concepts and to the characteristics of child emotional development, through books and courses designed for educators and, afterwards, through the creation of an assistance practice to scholars with learning or behavior problems, developed in child orientation clinics, which consisted on child evaluation and parents and teachers orientation. We conclude that psychoanalysis, while a theoretical and practical fundament, supplied elements which contributed to the support of the philosophic presumptions of a new educational model that came up as from 1920 as an alternative to traditional teaching.
Descrição
Palavras-chave
psicanálise, educação, criança, psychoanalysis, education, child
Como citar
Psicologia: Teoria e Pesquisa. Instituto de Psicologia, Universidade de Brasília (UnB), v. 22, n. 2, p. 233-239, 2006.