O FENÔMENO RELIGIOSO NA VERTENTE DA PSICOLOGIA DE CARL GUSTAV JUNG: DESAFIOS PARA A EDUCAÇÃO

Abstract

The present dissertation based on the area of concentration, Religion and Public Space and Line of Action: Religion and Public Sphere proposed to pursue the general objective based on the thought of Carl Gustav Jung (1875-1961), founder of Analytical Psychology, in the intention to understand the relationship between religious phenomenon, its reflexes, phenomena and possible influences on the behavioral attitudes of the subjects inserted in the Brazilian educational process. The specific study questions present the conceptualization of religion, historical conception and elements of the religious phenomenon in the light of Jung's perspective, the influence of this in the educational process; the symbolic importance of religious dogmas and the irrationality of beliefs and their implications in the psyche of the subjects, inferring in the behavioral weaknesses of the educational field. The justification is built in the face of the problem raised in which school education must be organized as a fundamental element in human development, the Public Policies expressed by the laws, methodologies and curricula in force have not yet been enough to face social exclusion and guarantee the development of the subjects' psychological potential. The methodology used is bibliographic, with a theoretical framework guided by Jung himself, when presenting concepts, origin, evolution, characteristics, effectiveness, principles of Analytical Psychology and the emphasis that this attributes to the religious when pointing out that this phenomenon presents itself according to the function psychic involved, therefore, emphasizes the importance of observing the forms of religious thought in the contribution of the educational process. It is concluded that the difficulties faced in Brazilian education require a teacher prepared in the field of emotional intelligence and Jung's contributions emerge the profile of the teacher taken by the archetype of the master-apprentice enhancing the citizen school. Furthermore, the transference process of the unconscious contents involved in the educator-student relationship suggests the importance of acting on the educator's personality, in order to develop, not only the cognitive aspect, but, mainly, affectivity and sensitivity, in order to enable the capacity of the student to teach and the teacher to learn.