Transfer and educational action

Author(s)

Elisabete Aparecida Monteiro

• Document type: Master's Dissertation
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD)
• Defense date: 2000-04-26

Examining board members

Leandro de Lajonquière; Walkiria Helena Grant; Alberto Villani

• Advisor: Leandro de Lajonquière

Abstract

The discussion that emerges from Psychoanalysis regarding the impossibility on education points out to the limits of the existing educational activity, which allows us to reflect, throughout the relationship with the notion of transference, about what is conventionally called \"teacher-student relationship.\" Educators do not always realize that education is not limited to external reality, since the actors in this supposed relationship are immerse in a transference reality. We understand the alleged teacher-student relationship as the core where education develops itself. However, what the current Pedagogy (Education) envisions as prediction and control of the effects of this \"relationship\", namely, the domain of scientific knowledge about the development of maturational qualification (capacities) and the adjustments of educator´s practices to the reality of each student, opposes to the unpredictable nature inherent to the educational activity. Once submitted to the \"laws\" of the unconscious, the effects of the encounter teacher-student are beyond prediction and control. What should interest us, then, is to understand the origin of these effects. And this is what the concept of transference elucidates. (AU)