“Subject in Education”. A psychoanalytic contribution to teacher training

The school is the setting of an encounter with the tradition through the medium of the teacher, who builds the conditions of possibility for the meeting with the other and the opportunity for the subject to give a foundation in his desire through the relationship with knowledge. The incidence of unconscious processes and their interference in the structuring of subjectivity requires the analysis of what goes through the space of the educational relationship, because it generates essential needs, as well as ambivalent and disorganized pressures by individuals and institutions involved. Hence the idea of a psychoanalytic study of mental training in the relationship between subjects and between subjects and objects of knowledge. The main objective of this paper is the development of a model of teacher training in psychoanalytic approach, as a proposal of a professional qualification in relational terms, and not just in technical-disciplinary terms. In the postmodern school teachers face different issues, primarily the issue of access to knowledge in the sense of search of something of self that passes through the exploration and reading the other’s world. During the operation we will attempt to answer some questions: what is education and how can we know if it succeeded or failed? Where do the desire and the need to train, and to be trained in work practices and educational processes of teaching / learning lie? In the school of knowledge and skills is there place for self-care, and for care of others? What is the meaning we give to the study? Education enriches us and drains us? How teachers bring into play their desire, their passion for knowledge? This is to define those protective factors so that young people come looking for their peculiarities and not drifting towards the pre-approval standards, resulting in loss of subjectivity.