Educação, psicanálise e a patologização do sujeito: reflexões e análise sobre a violência e o cuidado no contexto educacional

Abstract

This dissertation is the result of a master's research conducted within the Graduate Program in Education (PPGEFB) at the State University of Western Paraná (UNIOESTE), Francisco Beltrão campus, in the research line “Culture, Educational Processes, and Teacher Education.” It is a bibliographic study that investigates foundational concepts from key authors in the field of education, from historical, ethical, and philosophical perspectives, focusing on the theme of violence and the pathologization of subjects in educational contexts. Through a theoretical analysis of the contributions of theorists such as Freud, Lacan, Foucault, and Paulo Freire, the study explores the construction of subjectivity in educational processes, highlighting medicalization and normative mechanisms that shape identity formation. The initial methodological step involved a theoretical and bibliographic review, consulting academic works in the field of Education from graduate programs (master's and doctoral levels), particularly through the Brazilian Digital Library of Theses and Dissertations (BDTD) of public universities in the state of Paraná. The research also employs content analysis to examine educational policies and the discourses that underlie inclusion practices within the Brazilian educational context. The object of this study—violence and its discontents —is approached through the method of historical dialectical materialism to elucidate the characteristics of the historical context of violence and its discontents, drawing on scientific knowledge from psychoanalytic theory and its contributions to contemporary education. Ultimately, it is expected that the analysis of these concepts and contexts, through a Marxist philosophical lens and psychoanalytic insights, will enable a deeper understanding of violence and discomfort in light of analytical and interpretative correlations throughout history, thus broadening their application and relevance to the educational field and contributing to the development of pedagogical practices that promote emancipatory education free from educational pathologization.