ABSTRACT
L'auteure présente dans cet article les caractéristiques des dispositifs groupaux d'analyse de la pratique qu'elle a conçus en s'appuyant sur les recherches des psychanalystes post-kleiniens tels que Michael Balint et Wilfred R. Bion ; ces dispositifs offrent un espace d'élaboration de la souffrance professionnelle des enseignants et formateurs auxquels ils sont destinés. À la suite de cette présentation, l'auteure propose l'analyse d'une situation rapportée par Pascal, professeur de philosophie, à propos d'un moment de l'un de ses cours où il s'est senti quelque peu malmené par son groupe d'élèves et plus particulièrement par l'un d'entre eux. Le travail groupal permet à Pascal de relier cette scène à des moments-clés de sa biographie d'élève et de commencer à métaboliser les émotions qui ont surgi au cours de la situation racontée. Les participants de ce groupe expérimentent ainsi une forme de travail psychique à visée formative et professionnalisante.(AU)
In this article, the author presents the characteristics of the approach to Group Analysis she has developed based on the reflections of such post-kleinian psychoanalysts as Michael Balint and Wilfred R. Bion ; this conception defines a groupal psychic space for examining suffering in the professional life of the teachers and instructors for whom it has been defined. Following this presentation, the author will analyze a situation related by Pascal, a philosophy teacher, concerning a moment in one of his courses in which he felt somewhat mistreated by his group of students and, in particular, by one among them. Group analysis allowed Pascal to relate this scene to key moments in his own personal biography as a student and to begin metabolizing the emotions provoked by the present situation. The participants in the group thus explore a form of psychic work with formative, professionalizing orientation.(AU)
Subject(s)
Humans , Stress, Psychological , Work , Emotions , FacultyABSTRACT
Trata-se de um percurso transdisciplinar de uma professora universitária que se inicia como professora de matemáticas, mas que há anos dedica-se à orientação de pesquisadores no campo das ciências da educação a partir da psicanálise. O percurso é marcado pela descoberta da psicanálise na elaboração da própria relação com o saber. O texto apresenta os remanejamentos epistemológicos implicados no trabalho de pesquisa. Em particular são desenvolvidos dois eixos: o lugar singular que ocupa a clínica psicanalítica no campo da pesquisa em educação frente à psicologia de um lado, e as questões relativas à produção e validação da investigação assim orientada, desenvolvida pela autora e pelos pesquisadores sob sua orientação.
In the present article, the author recounts the transdisciplinary journey of french university professor that led her from teaching mathemathics to doing research and accompanying researchers in the field of educational sciences. In an edeavor to display the congruence of cuh a course, marked by the discovery of psychoanalysis in the working out of her like to knowledge, she unfolds the epistemological reworkings carried out in her approach as a researcher. Thus the author tackles particularly two ranges of reflections, i.e.: firstly, the singular place psychoanalytical clinic is likely to hold versus clinical psychology within educational sciences; secondly, the issues of production and validation of research works arising from this process, both her own work and that of the young researchers she supervises.