Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship

Maria Aparecida Morgado

doi:doi:10.11648/j.ash.20230903.15

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Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship

Maria Aparecida Morgado

Published in Advances in Sciences and Humanities (Volume 9, Issue 3)

Received: 22 September 2022 Accepted: 27 October 2022 Published: 6 September 2023

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Abstract

The present work consists of a research of a basic nature with a qualitative-descriptive design of the experience report type. The experience reported was the result of the assignments as an undergraduate professor in Psychology at the Federal University of Mato Grosso. Three Experience Reports were heard, later three Teacher Profiles were elaborated, based on the types of experience referring to those collected, in sequence, bibliographic research was undertaken to support the theoretical discussion. The unconscious psychic elements that structure the pedagogical relationship are discussed, in order to show that they can favor or hinder the exercise of teacher's authority, when this is replaced by seduction. The dichotomy between intellection and affect in the teaching-learning process is problematized. Based on the key concept of Identification, conceptualized by Freud, the child's prototypical relational experience can impose an overlapping of pedagogical authority by parental authority, in the field that links transference and countertransference. The teacher will be able to act with a predominance of affection and respect, creating favorable conditions for the transference field and the seduction that emanates from it to favor teaching and learning. Thus, the seductive domination of original authority is broken when the teacher does not react to the student's ambivalent transference expectations and evokes his tender affections to help him work. In these ideal situations, the teacher emphasizes the knowledge that legitimizes his pedagogical authority. The decisive question of the pedagogical relationship is posed. Even if he seeks to deny his own relationship — working to overcome the student's intellectual dependence — The teacher always moves on the thin border between authority and seduction.

Published in	Advances in Sciences and Humanities (Volume 9, Issue 3)
DOI	10.11648/j.ash.20230903.15
Page(s)	121-128
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Freudian Psychoanalysis and Education, Identification, Transference and Countertransference, Seduction

References

[1]	Makarenko, A. S. (1986). Poema pedagógico [Pedagogical poem]. São Paulo, Editora Brasiliense, I e II, 76.
[2]	Morgado, M. A. (2011). Autoridade e sedução na relação pedagógica [Authority and seduction in the pedagogical relationship]. Psicologia da Educação, (32), 113-130.
[3]	Morgado, M. A. (2017). Contribuições de Freud para a educação [Freud's contributions to education]. In: Placco, V. M. N. de S. et al. Psicologia & Educação – revendo contribuições. São Paulo: Educ.
[4]	Morgado, M. A. (2020). Contribuições de Freud para a educação [Freud's contributions to education]. BIUS-Boletim Informativo Unimotrisaúde em Sociogerontologia, 21 (15), 1-17.
[5]	Freud, S. (1915/1980). O inconsciente [The Unconscious]. In: Edição Standard Brasileira das Obras Psicológicas Completas de Sigmund Freud. Trad. de Órizon Carneiro Muniz. Rio de Janeiro: Imago, 8, 185-245.
[6]	Freud, S. (1905/1980). Três ensaios sobre a teoria da sexualidade [Three essays on the theory of sexuality]. In: Edição Standard Brasileira das Obras Psicológicas Completas de Sigmund Freud. Trad. de José Octávio de Aguiar Abreu. Rio de Janeiro: Imago, VII, 123-250.
[7]	Freud, S. (1923/1980). O ego e o id [The ego and the id]. In: Edição Standard Brasileira das Obras Psicológicas Completas de Sigmund Freud. Trad. de José Octávio de Aguiar Abreu. Rio de Janeiro: Imago, XIX, 11-83.
[8]	Freud, S. (1980/1938). Esboço de psicanálise [Psychoanalysis sketch]. In: Edição Standard Brasileira das Obras Psicológicas Completas de Sigmund Freud. Trad. de José Octávio de Aguiar Abreu. Rio de Janeiro: Imago, v. XXII, p. 165-237.
[9]	Freud, S. (1923/1980). O ego e o id [The ego and the id]. In: Edição Standard Brasileira das Obras Psicológicas Completas de Sigmund Freud. Trad. de José Octávio de Aguiar Abreu. Rio de Janeiro: Imago, XIX, 11-83.
[10]	Freud, S. (1920/1980). Além do princípio de prazer [Beyond the pleasure principle]. In: Edição Standard Brasileira das Obras Psicológicas Completas de Sigmund Freud. Trad. de Órizon Carneiro Muniz. Rio de Janeiro: Imago, XVIII, 11-85.
[11]	Morgado, M. A. (2012). Transferência, sedução e autoridade na relação pedagógica [Transference, seduction and authority in the pedagogical relationship]. Revista Espaço Acadêmico, 11 (131), 25-31.
[12]	Freud, S. (1921/1980). Psicologia de Grupo e a análise do ego [Group Psychology and the analysis of the ego]. In: Edição Standard Brasileira das Obras Psicológicas Completas de Sigmund Freud. Trad. de Christiano Monteiro Oiticica. Rio de Janeiro: Imago, XVIII, 87-179.
[13]	Freud, S. (1914/1980). Observações sobre o amor transferencial [Notes on transferential love]. In: Edição Standard Brasileira das Obras Psicológicas Completas de Sigmund Freud. Trad. de José Octávio de Aguiar Abreu. Rio de Janeiro: Imago, v. XII, p. 205-223.
[14]	Freud, S. (1980/1912). A dinâmica da transferência [Notes on transferential love]. In: Edição Standard Brasileira das Obras Psicológicas Completas de Sigmund Freud. Trad. de José Octávio de Aguiar Abreu. Rio de Janeiro: Imago, XII, 129-143.

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Maria Aparecida Morgado. (2023). Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship. Advances in Sciences and Humanities, 9(3), 121-128. https://doi.org/10.11648/j.ash.20230903.15

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Maria Aparecida Morgado. Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship. Adv. Sci. Humanit. 2023, 9(3), 121-128. doi: 10.11648/j.ash.20230903.15

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AMA Style

Maria Aparecida Morgado. Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship. Adv Sci Humanit. 2023;9(3):121-128. doi: 10.11648/j.ash.20230903.15

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@article{10.11648/j.ash.20230903.15,
  author = {Maria Aparecida Morgado},
  title = {Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship},
  journal = {Advances in Sciences and Humanities},
  volume = {9},
  number = {3},
  pages = {121-128},
  doi = {10.11648/j.ash.20230903.15},
  url = {https://doi.org/10.11648/j.ash.20230903.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20230903.15},
  abstract = {The present work consists of a research of a basic nature with a qualitative-descriptive design of the experience report type. The experience reported was the result of the assignments as an undergraduate professor in Psychology at the Federal University of Mato Grosso. Three Experience Reports were heard, later three Teacher Profiles were elaborated, based on the types of experience referring to those collected, in sequence, bibliographic research was undertaken to support the theoretical discussion. The unconscious psychic elements that structure the pedagogical relationship are discussed, in order to show that they can favor or hinder the exercise of teacher's authority, when this is replaced by seduction. The dichotomy between intellection and affect in the teaching-learning process is problematized. Based on the key concept of Identification, conceptualized by Freud, the child's prototypical relational experience can impose an overlapping of pedagogical authority by parental authority, in the field that links transference and countertransference. The teacher will be able to act with a predominance of affection and respect, creating favorable conditions for the transference field and the seduction that emanates from it to favor teaching and learning. Thus, the seductive domination of original authority is broken when the teacher does not react to the student's ambivalent transference expectations and evokes his tender affections to help him work. In these ideal situations, the teacher emphasizes the knowledge that legitimizes his pedagogical authority. The decisive question of the pedagogical relationship is posed. Even if he seeks to deny his own relationship — working to overcome the student's intellectual dependence — The teacher always moves on the thin border between authority and seduction.},
 year = {2023}
}

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JO  - Advances in Sciences and Humanities
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AB  - The present work consists of a research of a basic nature with a qualitative-descriptive design of the experience report type. The experience reported was the result of the assignments as an undergraduate professor in Psychology at the Federal University of Mato Grosso. Three Experience Reports were heard, later three Teacher Profiles were elaborated, based on the types of experience referring to those collected, in sequence, bibliographic research was undertaken to support the theoretical discussion. The unconscious psychic elements that structure the pedagogical relationship are discussed, in order to show that they can favor or hinder the exercise of teacher's authority, when this is replaced by seduction. The dichotomy between intellection and affect in the teaching-learning process is problematized. Based on the key concept of Identification, conceptualized by Freud, the child's prototypical relational experience can impose an overlapping of pedagogical authority by parental authority, in the field that links transference and countertransference. The teacher will be able to act with a predominance of affection and respect, creating favorable conditions for the transference field and the seduction that emanates from it to favor teaching and learning. Thus, the seductive domination of original authority is broken when the teacher does not react to the student's ambivalent transference expectations and evokes his tender affections to help him work. In these ideal situations, the teacher emphasizes the knowledge that legitimizes his pedagogical authority. The decisive question of the pedagogical relationship is posed. Even if he seeks to deny his own relationship — working to overcome the student's intellectual dependence — The teacher always moves on the thin border between authority and seduction.
VL  - 9
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Author Information

Maria Aparecida Morgado

Retired from Psychology Department, Federal University of Mato Grosso (UFMT), Cuiabá Campus, Cuiabá, Brazil

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APA Style

Maria Aparecida Morgado. (2023). Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship. Advances in Sciences and Humanities, 9(3), 121-128. https://doi.org/10.11648/j.ash.20230903.15

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ACS Style

Maria Aparecida Morgado. Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship. Adv. Sci. Humanit. 2023, 9(3), 121-128. doi: 10.11648/j.ash.20230903.15

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AMA Style

Maria Aparecida Morgado. Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship. Adv Sci Humanit. 2023;9(3):121-128. doi: 10.11648/j.ash.20230903.15

Copy | Download

@article{10.11648/j.ash.20230903.15,
  author = {Maria Aparecida Morgado},
  title = {Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship},
  journal = {Advances in Sciences and Humanities},
  volume = {9},
  number = {3},
  pages = {121-128},
  doi = {10.11648/j.ash.20230903.15},
  url = {https://doi.org/10.11648/j.ash.20230903.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20230903.15},
  abstract = {The present work consists of a research of a basic nature with a qualitative-descriptive design of the experience report type. The experience reported was the result of the assignments as an undergraduate professor in Psychology at the Federal University of Mato Grosso. Three Experience Reports were heard, later three Teacher Profiles were elaborated, based on the types of experience referring to those collected, in sequence, bibliographic research was undertaken to support the theoretical discussion. The unconscious psychic elements that structure the pedagogical relationship are discussed, in order to show that they can favor or hinder the exercise of teacher's authority, when this is replaced by seduction. The dichotomy between intellection and affect in the teaching-learning process is problematized. Based on the key concept of Identification, conceptualized by Freud, the child's prototypical relational experience can impose an overlapping of pedagogical authority by parental authority, in the field that links transference and countertransference. The teacher will be able to act with a predominance of affection and respect, creating favorable conditions for the transference field and the seduction that emanates from it to favor teaching and learning. Thus, the seductive domination of original authority is broken when the teacher does not react to the student's ambivalent transference expectations and evokes his tender affections to help him work. In these ideal situations, the teacher emphasizes the knowledge that legitimizes his pedagogical authority. The decisive question of the pedagogical relationship is posed. Even if he seeks to deny his own relationship — working to overcome the student's intellectual dependence — The teacher always moves on the thin border between authority and seduction.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Freud's Contributions to Education: Authority and Seduction in the Pedagogical Relationship
AU  - Maria Aparecida Morgado
Y1  - 2023/09/06
PY  - 2023
N1  - https://doi.org/10.11648/j.ash.20230903.15
DO  - 10.11648/j.ash.20230903.15
T2  - Advances in Sciences and Humanities
JF  - Advances in Sciences and Humanities
JO  - Advances in Sciences and Humanities
SP  - 121
EP  - 128
PB  - Science Publishing Group
SN  - 2472-0984
UR  - https://doi.org/10.11648/j.ash.20230903.15
AB  - The present work consists of a research of a basic nature with a qualitative-descriptive design of the experience report type. The experience reported was the result of the assignments as an undergraduate professor in Psychology at the Federal University of Mato Grosso. Three Experience Reports were heard, later three Teacher Profiles were elaborated, based on the types of experience referring to those collected, in sequence, bibliographic research was undertaken to support the theoretical discussion. The unconscious psychic elements that structure the pedagogical relationship are discussed, in order to show that they can favor or hinder the exercise of teacher's authority, when this is replaced by seduction. The dichotomy between intellection and affect in the teaching-learning process is problematized. Based on the key concept of Identification, conceptualized by Freud, the child's prototypical relational experience can impose an overlapping of pedagogical authority by parental authority, in the field that links transference and countertransference. The teacher will be able to act with a predominance of affection and respect, creating favorable conditions for the transference field and the seduction that emanates from it to favor teaching and learning. Thus, the seductive domination of original authority is broken when the teacher does not react to the student's ambivalent transference expectations and evokes his tender affections to help him work. In these ideal situations, the teacher emphasizes the knowledge that legitimizes his pedagogical authority. The decisive question of the pedagogical relationship is posed. Even if he seeks to deny his own relationship — working to overcome the student's intellectual dependence — The teacher always moves on the thin border between authority and seduction.
VL  - 9
IS  - 3
ER  -

Copy | Download