FROM PROFESSOR TO TUTOR: DESIRE AND DISCOURSE BETWEEN PBL AND PSYCHOANALYSIS - EXPERIENCE REPORT

Abstract

This article presents an experience in the teaching of psychology with the use of PBL (Problem-Based Learning). The point of departure for the analysis is that of the displacements that occur when the teacher becomes tutor, and the theory that approaches the questions is psychoanalysis – more specifically, the discourses as worked by Lacan. The impasses concerning the transmission of knowledge were signaled by Freud insofar as the interest in the articulation between psychoanalysis and pedagogy grew up, from which came his assertion about the impossible contained in the offices of educating, governing and psychoanalysing. In face of the contemporary difficulties related to transmission in the field of teaching - specifically, psychology - the authors believe that PBL is an interesting alternative to work once considering traditional methods, since PBL allows us to establish the discourse that aims at the desire. In addition, the specificities of the method – opening and closing of problem, establishment of research objectives from the discussions among the students, participation of the teacher in the place of tutor... – produce incontestable displacements in the position of knowledge, impacting therefore the teaching and the learning. The experience with the PBL, if well conducted, convokes the student to be responsible for his production, and the teacher to decline from the usual procedure of teaching the lesson. This way. knowledge is something always about to emerge from the collective sharing.