PSYCHOANALYSIS AND EDUCATION
CURRENT (IM)POSSIBILITIES
DOI:
https://doi.org/10.59099/prpub.2026.138Keywords:
Psychoanalysis; Education; Subjectivity; Public school; ListeningAbstract
This article presents a theoretical-reflective discussion on the possibilities and impasses of the dialogue between psychoanalysis and education in contemporary Brazilian public basic schools. The investigation is based on classical authors such as Freud (1925/1996; 1930/2010) and Lacan (1966/1998), and on the contributions of Kupfer (1989; 2000), as well as other psychoanalysts in the field of education (Millot, 1979/2001; Mannoni, 1973; Sebben, 1998; 2012). It highlights the historical tension between the two domains, noting that Freud (1925/1996) defined education, together with psychoanalysis and government, as an impossible profession. The text then explores three main axes: the contributions of psychoanalysis to conceptualizing the subject within schools; the crisis of public basic education from the perspective of subjectivation; and listening as an ethical operator in education. It concludes that, although full integration between psychoanalysis and education is structurally unattainable, the dialogue between them humanizes school relations, acknowledges the subject’s alterity, and creates openings for addressing the malaise that pervades contemporary schooling.
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