O papel da renúncia pulsional na formação ética: ato educativo em Sigmund Freud

Abstract

The purpose of this research is to bring contributions from Freudian psychoanalysis to the understanding of the ethical-formative dimension arising from the relationship between adult and child. The investigation is of a qualitative nature, bibliographical in nature, and uses the hermeneutic approach in working with the texts of Sigmund Freud. We argue that, in the process of structuring the psyche of the human baby undertaken by the adult, an ethical dimension is occurring. The central question was formulated in the following terms: What psychic events, which are also central theoretical operators in the Freudian theory of early psychic structuring, need to be present in the adult/child relationship in order - in the form of structuring actions by the adult - to support the hypothesis of the existence, within early structuring itself, of an educational process responsible for installing the pathways that enable ethical formation? In the introduction, formulated as the first chapter, we present the research problem with its origins and justifications, as well as a period diagnosis of the simplistic ideas that prevail in the current conceptions of childhood development. Chapter two is dedicated to the foundation of the hermeneutic stance and the way we exercise it throughout the thesis in the work of interpreting the texts. The chosen texts offer elements for understanding human and ethical formation in childhood in Freud's work. Post-Freudian authors were consulted who, faithful to Freudian metapsychology, provide us with elements to deepen this understanding. Chapter three presents a review of the first texts in Freud's work that opened the dialogue between psychoanalysis and education, conceiving child sexuality as a condition of human constitution and the drive to know. Freud's purpose was to offer psychoanalytic knowledge as a contribution to educational processes and teacher training. In chapter four, we present the Freudian texts that continued to defend psychoanalytic knowledge in educational processes that would contribute to the processes of human development, but also the ideas that Freud revised and abandoned in his last conceptions of education. In chapter five, we develop an exercise in contradiction, examining arguments that reject the relationship and proximity between psychoanalysis and education, as well as other perspectives and possibilities for this encounter of knowledge. In chapter six, we present the origins and concept of drive, preparing the ground to address the mechanism of drive renunciation, whose description we begin in chapter seven. In this article, we present the beginnings of its constitution, whose origins lie in very early times of psychic structuring. The thesis of this research for the encounter between Psychoanalysis and Education, in the last chapter, is that the instinctual renunciations demanded and sustained by the adult in the bond of love can be considered, in Freud, as an educational process of ethical formation. Sexuality, for psychoanalytic theory, is structuring and humanizing, which is why we approach it in the expanded sense in the notion of child sexuality with human and ethical formation. The notion of educational act is embedded in a set of actions present in primary care carried out by parents, psychoanalysts or educators who invite the human baby to operate renunciations. The result presented is that human intervention in the constitution of another human being, in this sense, is always educational and implies an ethical-formative process.