<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202018000200009</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20180020</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Psicanálise e formação de professores: estudo das produções científicas no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychoanalysis and teacher training: study of scientific productions in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[Psicoanálisis y formación de professores: estudio de lãs producciones científicas en Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falcão]]></surname>
<given-names><![CDATA[Rafaela de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria Celina Peixoto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maia Filho]]></surname>
<given-names><![CDATA[Osterne Nonato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Fortaleza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Fortaleza Programa de Pós-Graduação em Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<numero>47</numero>
<fpage>79</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202018000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202018000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202018000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho é fruto de uma investigação sobre o modo como as discussões entre a Psicanálise e a Educação têm se efetivado nos espaços acadêmicos atuais no Brasil, buscando as implicações dessa aproximação para a Formação de Professores. A Revisão Sistemática de Literatura foi utilizada como método investigativo. Foram reunidas 41 produções científicas, envolvendo artigos, teses e dissertações, produzidas nos cursos de pós-graduação stricto sensu de Psicologia e de Educação de universidades brasileiras. Seguiu-se com uma análise das tendências temáticas, teóricas e metodológicas, por meio de apreciação quantitativa e qualitativa. Foi constatado um número reduzido de trabalhos que discorrem sobre a interface entre a Psicanálise e a Formação de Professores, quando comparado à quantidade de trabalhos envolvendo Psicanálise e Educação, no sentido amplo. Os trabalhos considerados destacam a Psicanálise como uma importante ferramenta de compreensão da docência, promovendo uma interface reflexiva e dialética entre suas várias dimensões e os saberes psicanalíticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This work is the result of an investigation on how the discussions between Psychoanalysis and Education have been effected in the current academic spaces in Brazil, seeking the implications of this approach for Teacher Training. The Systematic Review of Literature was used as an investigative method. Forty one (41) scientific publications were assembled involving papers, theses and dissertations produced in graduate courses strict sensu of Psychology and Education in Brazilian universities. Next, an analysis of the thematic, theoretical and methodological trends is made through quantitative and qualitative assessment. A negligible number of studies that discuss the interface between psychoanalysis and Teacher Training was found, although there is a large concentration of works involving Psychoanalysis and Education in the broad sense. The works considered emphasized psychoanalysis as an important tool to understand teaching, promoting a reflective and dialectic interface across its various dimensions and psychoanalytic knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo es el resultado de una investigación acerca de la manera como las discusiones entre Psicoanálisis y Educación se han efectuado en los espacios académicos actuales en Brasil, teniendo en cuenta las implicaciones de esta proximidad para la formación de profesores. La revisión sistemática de literatura fue utilizada como método investigativo. Se reunieron 41 publicaciones científicas tales como artículos, tesis y disertaciones producidas en cursos de posgrado stricto sensu de Psicología y de Educación de universidades brasileñas. Se analisaron de las tendencias temáticas, teóricas y metodológicas, a través de la evaluación cuantitativa y cualitativa. Se encontró un pequeño número de obras que se basan en la interfaz entre psicoanálisis y formación de profesores, en comparación con lacantidad de trabajo que implica Psicoanálisis y Educación en el sentido amplio. Las obras analisadas consideran la psicoanálisis como una importante herramienta de comprensión de la enseñanza, la promoción de una interfaz reflexiva y dialéctica entre sus diversas dimensiones y el conocimiento psicoanalítico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[treinamento de professores]]></kwd>
<kwd lng="pt"><![CDATA[trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[psicanálise]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[teacher work]]></kwd>
<kwd lng="en"><![CDATA[psychoanalysis]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[psicoanálisis]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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