A Ressignificação do Conflito de Ensinar : Contribuições da Psicanálise e da PBL para o Ensino Médio

Abstract

The present study addresses the resignification of the conflict to teach: the contribution of Psychoanalysis and PBL in high school. The Education back in your midst the complexity of knowledge, sometimes, permeated by clashes and debates over social-historical process. The teacher, in the face of scientific and technological changes finds himself compelled to improve, seeking new ways of teaching. When it comes to teenage students need be instigator of knowledge and development, taking advantage of the transformative potential of this phase. To this end, the study aimed to understand how psychoanalysis and PBL can converge to resign the teaching and learning process in education for teenagers. It became imperative to meet the interrelated principles among these knowledge and methodologies integrated areas inherent in the educational process and the perception of teen student. We opted for a literature search based on database of VHL and Scielo, PePsic, plus publications from conventional library, classic and current. The results obtained indicate the junction between education, Psychoanalysis and PBL as pedagogical tools to facilitate the interaction between the teacher of teenagers, turning the first facilitator in psychic work to be drawn up by conflicts generators of issues. It is concluded that the presence of the other and the fight of the conscious and the unconscious configured in the conflict can avail himself of the transfer as a motivating spring of knowledge and innovation. A Course was developed as an education product whith a workload of 12 hours using the PBL methodology.