<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000200734</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.081.ao01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As interfaces entre a subjetividade e a docência no curso de Psicologia]]></article-title>
<article-title xml:lang="en"><![CDATA[The interfaces between subjectivity and teaching in the Psychology course]]></article-title>
<article-title xml:lang="es"><![CDATA[Las interfaces entre subjetividad y enseñanza en el curso de Psicología]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Maria Elcy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Resende]]></surname>
<given-names><![CDATA[Marilene Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>81</numero>
<fpage>734</fpage>
<lpage>751</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000200734&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000200734&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000200734&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A docência é uma atividade complexa, contextual, dinâmica e relacional, na qual estão presentes as emoções e diferentes saberes. O presente artigo resulta de pesquisa que teve como objetivo compreender os sentidos do ser docente no curso de Psicologia, na construção de um espaço relacional de ensino-aprendizagem, que ultrapasse o saber técnico, buscando interfaces entre subjetividade e docência. Fundamenta-se na teoria da subjetividade desenvolvida por González Rey e nos aspectos interpsíquicos e intrapsíquicos propostos pela Psicanálise contemporânea. A metodologia é de natureza qualitativa. A pesquisa foi realizada com seis docentes do curso de Psicologia de Instituições de Ensino Superior, públicas e privadas, situadas no Triângulo Mineiro e Noroeste do estado de São Paulo. Para a coleta de dados, foi utilizada a entrevista semiestruturada com caráter exploratório. A análise de dados foi feita segundo os princípios e os procedimentos dos &#8220;Núcleos de Significação&#8221; propostos por Aguiar e Ozella. Verifica-se que existe uma relação amorosa e libidinal entre esses professores e seus alunos: na inspiração, na empatia, no prazer, no sofrimento, na relação consigo mesmo e na relação que estabelecem com os alunos. Nos relatos dos entrevistados, encontram-se sofrimentos psíquicos paralelamente a aspectos de vitalidade. Concluindo, compreende-se que o sentido da docência se foi constituindo entrelaçado à constituição de uma subjetividade individual, inseparável de uma subjetividade social, predominando nas relações aspectos dos vínculos amorosos, que produziram reconhecimento e identificação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching is a complex, contextual, dynamic and relational activity, in which emotions and different knowledge are present. This article is the result of research that aimed to understand the meanings of being a teacher in the Psychology course, in the construction of a relational teaching-learning space, which goes beyond technical knowledge, seeking interfaces between subjectivity and teaching. It is based on the theory of subjectivity developed by González Rey and on the interpsychic and intrapsychic aspects proposed by contemporary Psychoanalysis. The methodology is qualitative. The research was carried out with six professors of the Psychology course at Higher Education Institutions, public and private, located in the Triângulo Mineiro and Northwest of the state of São Paulo. For data collection, semi-structured interviews with an exploratory research were used. Data analysis was carried out according to the principles and procedures of the &#8220;Meaning Cores&#8221; proposed by Aguiar and Ozella. It appears that there is a loving and libidinal relationship between these teachers and their students: in inspiration, in empathy, in pleasure, in suffering, in the relationship with themselves and in the relationship they establish with the students. In the interviewees' reports, psychological suffering can be found alongside aspects of vitality. In conclusion, it is understood that the meaning of teaching was intertwined with the constitution of an individual subjectivity, inseparable from a social subjectivity, with aspects of loving bonds predominating in relationships, which produced recognition and identification.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La docencia es una actividad compleja, contextual, dinámica y relacional, en la que están presentes emociones y conocimientos diferentes. Este artículo es el resultado de una investigación que tuvo como objetivo comprender los significados de ser docente en la carrera de Psicología, en la construcción de un espacio relacional de enseñanza-aprendizaje, que va más allá del conocimiento técnico, buscando interfaces entre subjetividad y enseñanza. Se fundamenta en la teoría de la subjetividad desarrollada por González Rey y en los aspectos interpsíquicos e intrapsíquicos propuestos por el Psicoanálisis contemporáneo. La metodología es de naturaleza cualitativa. La investigación fue realizada con seis profesores de la carrera de Psicología de Instituciones de Educación Superior, públicas y privadas, ubicadas en el Triângulo Mineiro y Noroeste del estado de São Paulo. Para la recolección de datos se utilizaron entrevistas semiestructuradas de carácter exploratorio. El análisis de los datos se realizó según los principios y procedimientos de los &#8220;Núcleos de Significado&#8221; propuestos por Aguiar y Ozella. Parece que existe una relación amorosa y libidinal entre estos profesores y sus alumnos: en la inspiración, en la empatía, en el placer, en el sufrimiento, en la relación consigo mismos y en la relación que establecen con los alumnos. En los relatos de los entrevistados, el sufrimiento psicológico se encuentra junto a aspectos de vitalidad. En conclusión, se entiende que el significado de la enseñanza estuvo entrelazado con la constitución de una subjetividad individual, inseparable de una subjetividad social, predominando en las relaciones aspectos de vínculos amorosos, que producían reconocimiento e identificación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sentidos subjetivos]]></kwd>
<kwd lng="pt"><![CDATA[Ser professor]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior.]]></kwd>
<kwd lng="en"><![CDATA[Subjective senses]]></kwd>
<kwd lng="en"><![CDATA[Be a teacher]]></kwd>
<kwd lng="en"><![CDATA[University education.]]></kwd>
<kwd lng="es"><![CDATA[Sentidos subjetivos]]></kwd>
<kwd lng="es"><![CDATA[Ser un maestro]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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