HUMAN SEXUALITY AND PSYCHOANALYSIS: HISTORY, SUBJECTIVITY AND EDUCATION

Abstract

Human sexuality is a complex field shaped by historical, cultural, and symbolic disputes, permeated by moral, religious, scientific, and political discourses that influence bodies and subjectivities. This article analyzes the historical and psychoanalytic construction of the concept of human sexuality, with emphasis on childhood sexuality and its implications for the educational field. It is a theoretical and bibliographic study grounded in contributions from the historiography of sexuality, particularly Michel Foucault, Georges Duby, and Michelle Perrot, articulated with Freudian psychoanalytic theory. The analysis demonstrates that sexuality cannot be reduced to a biological or reproductive function; rather, it constitutes a fundamental dimension of psychic life, historically situated and culturally mediated. By recognizing the existence of childhood sexuality and its centrality in subjective constitution, psychoanalysis breaks with moralizing and biologizing conceptions, offering tools for a critical understanding of educational practices. The study concludes that articulating history, psychoanalysis, and education enables the confrontation of silencing, prejudice, and normalization still present in educational contexts, contributing to more reflective, inclusive approaches committed to the integral development of individuals.