Psychoanalysis and pedagogy as a study that brought the concept of pedalysis to life: a method that works on learning and subjectivity

Abstract

The article will have the proposal to develop a study on the relationship between psychoanalysis and
education as an educational practice in Early Childhood Education, considering that the educational model
is undergoing transformations due to the advancement of technology, political changes and innovations of
globalization. The objective of the work is to reflect on the importance of the concept of Pedanalis as an
instrument that allows working with the learning process and the stages of development of children. The
methodology will encompass a bibliographical review, based on specialized literature on the subject in
question, in the quest to present the theoretical framework and how such works contribute to building a
human, technical and meaningful teaching. The bibliographic content covers a set of authors and
professionals in the field of psychology, education and psychoanalysis, in this case: Brenner (1987), Hal;
Layton (2013); Lindsey (1984); Siqueira (2003); Shultz (1992); Tales (2001); Taquette (2013). In this way,
research is of paramount importance to offer an investigation tool that makes it possible to identify conflicts,
emotions and problematic behavior in childhood, which is capable of bringing a sensitive look to the level
of learning difficulties and to intervene in such situations. situations that occur in the classroom. It was
concluded that the value of the object is to think about the existing connection between pedagogy and
psychoanalytic action as a method that allows explaining certain conflicts in the school environment and
working on the subjectivity of students.