Concepção docente sobre o ensino da psicanálise nos cursos de psicologia: um estudo de caso.

Abstract

Psychoanalysis teaching and its inclusion in undergraduate courses in psychology have led to reflections since the creation of psychoanalysis with Freud. Teaching and supervision in clinical psychology backgrounds as well as experience in institutes of psychoanalysis whose goal is the training of analysts brought up concerns about how to teach psychoanalysis, considering that many authors, since Freud, have raised questions about the nature of such teaching, and highlighted the limits that it faces in the academy, according to the particularities of psychoanalysis and its insertion in academy, specifically in psychology course. Therefore, the main objective of this research was to investigate the teaching of psychoanalysis in psychology undergraduate courses. We ve tried to identify, from the professors in charge of subjects focused on psychoanalysis, how these professionals understand its insertion in academy, and the nature of this kind of teaching, its facilities, limitations, and what the professor s knowledge that guides their pedagogical practice are. This research was conducted according to the qualitative approach, and presented the development of a case study. The methodological procedures involved the following steps: 1.Data Collecting from interviews, following a semi-structured script, with three professors who teach subjects with psychoanalytic contents in Psychology Course of a private Higher Education Institution (HEI) in São Paulo state; 2. Documental analysis, through the curriculum and of the Political Pedagogical Project of the psychology course involved in this research; 3. Analysis and discussion about the data obtained, worked through the interpretation of the meaning of the responses (written or oral) made by respondents, which were separated by categories and axes, and related to the objectives proposed by the research. The results showed that none of the professors have any kind of pedagogical training focused on higher education and that they seek, in practice, the necessary foundations for teaching.In the specificity of the research, another common point, in the opinion of these professors, is the personal analysis and the study of psychoanalysis, which have become important requirements for the teaching of psychoanalytic content subjects. Despite the efforts of these professors to the teaching profession without a specifically pedagogic preparation, it is important to emphasize that the Higher Education Institution must continuously provide some pedagogic training for all teaching staff (professors).