THE PSYCHOANALYTIC PERSPECTIVE OF FREUD AND LACAN IN PRISON EDUCATION: PATHS TO SUBJECTIVE TRANSFORMATION AND SOCIAL REHABILITATION

Abstract

This article examines the interrelation between psychoanalysis and education within the prison context, highlighting the contributions of Freud and Lacan to the understanding of the subjectivity of incarcerated individuals. Through a qualitative bibliographic review, it discusses concepts such as the unconscious, desire, language, and identity formation, which serve as foundations for pedagogical practices aimed at subjective transformation and social reintegration. It is argued that an education grounded in attentive listening and discourse symbolization enables the re-signification of criminalized identities, creating possibilities for existential reconstruction and effective rehabilitation.