Abstract:

The contribution aims to show the importance, for the pedagogy of work, of paying attention to caring for the emotions of the members of work organizations (Kets De Vries), thanks to the help of psychoanalysis applied to organizations (http://www.tavinstitute.org/). The expression ‘human resources’ is used in the corporate world and, in general, in organizations. It is considered an expression that reifies, bureaucratizes and objectifies people, reducing them to a workforce at the disposal of economic interests and business, equating the subjects-workers with material resources. However, this expression can also be understood differently. Human resources can be thought of as the resources, the potential of men and women. The point is no longer only that of training workers who produce the highest possible earnings and profits but that of how to cultivate the ''resources of men and women'' in families, in companies, in organizations, in associations, in schools, i.e. in all social contexts. The relations are full of emotions and affections, of fears, of anxieties - such as the fear of what is new, the fear of change, the fear of not succeeding, of not being adequate, of getting lost, competition, envy, jealousy. It is therefore fundamental that top management and educational and organizational consultants address the problem of how to take control of the boiling emotions at play, taking on the emotional responsibility. If the emotions of the people are taken care of in the management of human resources, productivity also increases. As maintained by many, for example by Freud (1989), work is one of the areas through which we build up our identity. Work is part of the Self. Therefore, looking after well-being in workplaces corresponds to the well-being of the Self (Kets De Vries; Obholzer, Zagier Roberts, Fineman, Perini, etc.). These work events generate deep suffering that circulates in the work milieu, creating malaise in individuals and in the organization. The managers of human resources, of training for new employees and in-service training must be prepared for this task of taking on emotional responsibility, but the bosses and leaders must also take it on, precisely because their role places them at the centre of whirlwinds of emotions. Preparation for this is necessary, which is why a pedagogy of work can offer an important contribution, aided by psychoanalytic theories. The results show that listening to the emotions of human resource in organizations can reduce destructivity and violence.

Methodology:
Will explore the issue on a theoretical basis, through a conceptual analysis that goes deeply into the research question thanks to the critical examination of the related literature. I choose the psychoanalytic literature about the role played by the emotions in the organizations in order to enhance the complex nature of the work into the organizations. On a political perspective, this kind of research is an engaged inquiry (Chevalier, Buckles, 2013), because it allows the researcher to construct a critical framework for interpreting the relationship between emotion and work and the task of a pedagogy of work psychoanalytically oriented (Ulivieri, 2013).

Results:
Will focus the features of the research object, named the connection between the emotions and the work organizations, highlighting the consequences of the conceptual analysis developed. If there will be enough space, I will report also a study-case.

Keywords:

Pedagogy, Work, Human Resources, Emotions, Responsibility.