Resumo

BASTOS, Marise Bartolozzi. Clinical approach in teacher training: inclusive practices and the teacher-subject. Estilos clin. [online]. 2024, vol.29, n.1, pp.58-71.  Epub 30-Jan-2026. ISSN 1415-7128.  https://doi.org/10.11606/issn.1981-1624.v29i1p58-71.

Teacher training is a recurring theme within the scope of educational policies concerned with the quality of teaching. In the present work, we present a training device that is not aligned with the technical-instrumental perspective of skills, nor is it part of the formulations of theorists who advocate training based on the reflective teacher paradigm. Our objective is to highlight the power of a group device for teacher training based on psychoanalytic listening, the circulation of words, dialogue between peers and elaborative work, thus providing a “third way” in training practices, privileging a clinical approach that can give way to the knowledge constructed by teachers in the singularity of their experiences.

Palavras-chave : teacher training; psychoanalysis; clinical approach; inclusive practices.

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