ABSTRACT
The aim of this paper is to revisit some of the issues and theoretical and methodological considerations about the research-intervention in the continuous training of teachers, using the listening device and the analysis of professional practices, with a psychoanalytic orientation, configuring a clinical-ethical method. It aims at addressing the problems related to the praxis of teachers through the articulation between subjectivity and educational practices. Therefore, this paper brings a brief history of the analysis of professional practices, discussing some conceptual elements of Freudian-Lacanian inspiration introduced into the device. In addition, it makes some considerations about the management of clinical groups and the formation of the mediator of these groups, concluding on the relevance and effects of the device in the personal and professional development of teachers and in the re(meaning) of their teaching practices.
Keywords:
research-intervention; training; teachers; listening; professional practices