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Revisiting Sándor Ferenczi in light of current educational practices
Heras Monner Sans, Ana Inés.
Estudos e Pesquisas em Psicologia, vol. 17, 2017, pp. 1-30.
In this article I analyze the pedagogical orientation of a team of educators who run an educational center (CEIA for its acronym hereafter) in the city of Buenos Aires, Argentina that provides elementary public schooling to children, youth and adults living in extremely challenging conditions (i.e., have difficulties accessing basic health-care, work, education and housing). I have been collaborating with them for three years as a researcher, documenting and analyzing their educational approach. In this article I focus on establishing connections between their work and that of Sandor Ferenczi ́s original notion of mutual analysis.
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