In this work we will analyze the development of a graduate course about Mechanics in Science Education, focusing on the class involvement process which includes teacher and students. After presenting the research methodology (a case-study) and the categories for the analysis, we will show in detail the students' change process toward a progressively more satisfactory participation pattern and interpret the results using some concepts from psychoanalysis. We will finish with some suggestions about the possibilities of more efficient didactic interventions by teachers.
Psychoanalysis and education; learning group; Physics teaching