La función simbólica del adolescente y la transferencia en adolescentes : implicaciones psicoanalíticas para el vínculo pedagógico en el aula.

Abstract

This research analyzes pedagogical transference in adolescents and the symbolic function of the teacher in the classroom from a psychoanalytic perspective. The contributions of Freud and Lacan are essential to understand transference as a phenomenon through which the subject repeats past experiences, particularly those from childhood, in present relationships, directly influencing teaching–learning processes. In the educational context, the role of the teacher is not limited to the transmission of knowledge, but is mediated by a network of signifiers in which the teacher occupies a symbolic position linked to knowledge. In this sense, the concept of the subject supposed to know allows us to understand how students’ direct affects and resistances toward the teacher, which in turn influence their positioning in relation to learning. The research adopts a qualitative, descriptive-interpretative approach, using tools such as interviews with teachers and a focus group with students, in order to identify the manifestations of transference within the pedagogical relationship. Through discourse analysis, patterns such as the search for recognition, rejection, idealization, and resistance are identified. These manifestations cannot be fully understood from a behavioral perspective, but rather from a subjective one. Finally, it is concluded that the symbolic function of the teacher plays a fundamental role in shaping the pedagogical relationship, as the teacher’s position can either facilitate or hinder the student’s access to knowledge. Thus, this research contributes to a deeper understanding of the educational relationship, highlighting the importance of considering the subjective dimension in teaching–learning processes.