SILVEIRA, Suely Teodora da; MARTINS, Priscila    BURITY, Paula Krempel Marques. C. G. Jung and Education: approaching and contributions of the jungian typology to the educational process. []. , 14, 4, pp.1-12. ISSN 1809-8908.

In this article, we try to understand the conception of Education for C. G. Jung and his possible contributions to the educational process, especially his theory about psychological types. The results pointed out, although it was oriented to psychotherapeutic work, Analytical Psychology provides relevant assumptions that can be applied to education. The results demonstrated the importance of the school in the formation of individual consciousness, since it is the first space that the child attends outside the family environment. The transfer process and the interferences of the unconscious contents involved in the educator-student relationship suggest the need to act on the personality of the educator, seeking to develop not only the cognitive aspect, but mainly the affectivity and sensitivity, in order to avoid influences in the transmission of the knowledge. The theory of psychological types contributes to the thinking of individual differences, considering the different forms of cognition, adaptation and perception of the world.

: Analytical Psychology; Education; Psychological TYPES.

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