CONTRIBUTIONS OF PSYCHOANALYSIS TO UNIVERSITIES: PSYCHODYNAMIC ASPECTS OF TRANSVERSAL COMPETENCIES IN HIGHER EDUCATION

Abstract

There is, in higher education, as in education in general, a malaise, reflected in the restlessness, frustration or discouragement on the part of educators and students, who tend to direct the blame for such a situation to each other. The proposal of this work focused on the psychodynamic phenomenon of transversal competences in Higher Education Institutions (IES). This article aims to weave a dialogue between psychoanalysis and university by discussing the implementation of elements of psychoanalytic theory as theoretical contributions that enable the appropriation of transversal competences. To this end, it shows how several practical developments of those possible supports that are already known in pedagogy, more specifically by Paulo Freire, are shown. With reference to concepts of Freud and Lacan, such as “desire”, “supposed-knowledge-subject” and, mainly, “transference”. Focusing, therefore, on intrasubjective issues, a reading on transferential and didactic issues is carried out. To support this discussion, we propose an incursion into psychoanalysis. In this way, the individual stands out for his/her ability to transpose the knowledge acquired in a given context of professional training to new realities, almost always unpredictable. This ability to deal with these new situations common today in the world of work can be defined as competence in contemporary education.