Pedagogia psicoanalitica in tempo di guerra: lezioni dalla storia e sfide emergenti
DOI:
https://doi.org/10.6092/issn.1825-8670/20960Parole chiave:
Psychoanalytic pedagogy, Social education, War, History of Education, PsychoanalysisAbstract
L'articolo esamina i prerequisiti per la nascita della pedagogia psicoanalitica e la sua evoluzione durante la Prima e la Seconda Guerra Mondiale. Fin dalle sue origini, la psicoanalisi si è sviluppata come un metodo critico attraverso cui le pulsioni instintuali legate alla vita e alla morte sono sono state reinterpretate. Sigmund Freud e i suoi seguaci si sono ripetutamente concentrati sulle cause della guerra e sul comportamento umano in condizioni estreme. Un'attenzione particolare è stata dedicata alla teoria dell'educazione e all'organizzazione del lavoro pedagogico con i bambini colpiti dalla guerra. Questo studio evidenzia le idee dei principali psicoanalisti della prima metà del XX secolo, che hanno sviluppato il concetto di pedagogia psicoanalitica basandosi sulle loro esperienze personali di guerra e di migrazione forzata. Si sottolinea che, con l'ascesa dei regimi totalitari in Europa, la psicoanalisi è stata vietata in URSS, Germania e Austria, ma ha continuato a svilupparsi in Paesi più favorevoli, in particolare in Gran Bretagna e negli Stati Uniti. Alla luce delle attuali escalation militari in Ucraina e in Medio Oriente, la reinterpretazione della pedagogia psicoanalitica per lavorare con i bambini colpiti dalla guerra – bambini che hanno vissuto traumi causati da esplosioni, bombardamenti e migrazione forzata, sia all'interno dei loro Paesi che verso altre nazioni – ha acquisito una rinnovata rilevanza.
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