CONTRIBUTIONS OF PSYCHIATRY, NEUROSCIENCE AND PSYCHOANALYSIS TO EDUCATION: ARTICULATION OF THE TRIAD WITH PEDAGOGICAL KNOWLEDGE AND PRACTICES

Abstract

Significant changes have been recorded in current pedagogical practices. The relationship between psychiatry, neuroscience and psychoanalysis with education has enabled educators to better understand the development of the human being in relation to the functioning of the psyche and mental processes. The fundamental premise of the triad is the differentiation of the psyche into conscious and unconscious. This work aims to present possibilities for contributions to teacher training based on the analysis of teaching practices, aiming to provide teachers with the conditions to face problems in everyday school life. There is currently greater recognition of the importance of unconscious knowledge accumulated in language, whose transmission does not follow any curricular planning, but rather an inscription that operates from primary and spontaneous relationships. Today's pedagogues recognize, regardless of whether or not they attribute such an inclination to psychoanalysis, the value of mistakes, lapses, incomplete training or strategies that break linear logic, as possible paths to the discovery of new knowledge. The influence of this articulation has favored a freer performance in the choices of students to constitute their knowledge through the processes of identification and transfer that occur in the teacher-student relationship. Language is not used merely in its value as a code, but also as a space for the accumulation of unconscious knowledge.