Formación docente de profesores universitarios: Hacia un cambio de posición subjetiva
Archivos
Fecha
2018
Título de la revista
ISSN de la revista
Título del volumen
Editor
Escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario
Resumen
Descripción
El concepto de transferencia originalmente fue trabajado por el Psicoanálisis con fines terapéuticos en el contexto de la relación analista-analizado.
Luego, su aplicación se extendió al campo educativo para aludir a la relación
entre adultos y jóvenes; especialmente, entre profesores y alumnos. Como
docentes de la cátedra de Psicología, planteamos a nuestros estudiantes la
realización de una práctica consistente en la visita a colegios secundarios,
una entrevista con alumnos de dicho nivel y un momento posterior de análisis
y reflexión sobre los fenómenos transferenciales vivenciados y percibidos en esa situación. Al encuadrar metodológicamente la actividad, acudimos al tiempo lógico de Lacan y brindamos algunas sugerencias para que los jóvenes
comiencen a ver, escuchar y comprender lo que sucede en el encuentro con
los adolescentes en la escuela desde el lugar de futuros profesores. Luego, a
partir de los relatos de los estudiantes, analizamos la situación que protagonizaron, su visión acerca de la realidad escolar, las emociones y sentimientos
que emergieron y las nuevas herramientas logradas mediante la lectura y re
lectura de su propia experiencia. Además, pudimos reflexionar acerca del vínculo docente-alumnos-conocimiento y del cambio de posición subjetiva que
implica ser estudiantes de un Profesorado y formarse para la docencia.
The concept of transference was originally worked by Psychoanalysis with therapeutic purposes in the context of the analyst-analyzed relationship. Then, its application was extended to the educational field to allude to the relationship between adults and young people; especially between teachers and students. As teachers of the Subject of Psychology, we propose to our students the realization of a consistent practice when visiting secondary schools, an interview with students of that level and a later moment of analysis and reflection on the transference phenomena experienced and perceived in that situation. By methodologically framing the activity, we turn to the logical time of Lacan and offer some suggestions so that young people begin to see, to listen and to understand what happens in the encounter with the adolescents in the school from the position of future teachers. Afterwards, from students` stories, we analyze the situation they carried out, their vision about the school reality, the emotions and feelings that emerged and the new tools achieved by reading and re reading their own experience. In addition, we were able to reflect on the teacher-student-knowledge link and the subjective position change that implies being a teacher’s students and training for teaching.
The concept of transference was originally worked by Psychoanalysis with therapeutic purposes in the context of the analyst-analyzed relationship. Then, its application was extended to the educational field to allude to the relationship between adults and young people; especially between teachers and students. As teachers of the Subject of Psychology, we propose to our students the realization of a consistent practice when visiting secondary schools, an interview with students of that level and a later moment of analysis and reflection on the transference phenomena experienced and perceived in that situation. By methodologically framing the activity, we turn to the logical time of Lacan and offer some suggestions so that young people begin to see, to listen and to understand what happens in the encounter with the adolescents in the school from the position of future teachers. Afterwards, from students` stories, we analyze the situation they carried out, their vision about the school reality, the emotions and feelings that emerged and the new tools achieved by reading and re reading their own experience. In addition, we were able to reflect on the teacher-student-knowledge link and the subjective position change that implies being a teacher’s students and training for teaching.
Palabras clave
Transferencia, Relación educativa, Tiempo lógico, Posición subjetiva, Práctica docente