VICISSITUDES OF TRANSMISSION AT SCHOOL

REFLECTIONS IN PSYCHOANALYSIS AND EDUCATION

Abstract

This article aims to present a theoretical reflection on cultural transmission at school and its decline, which began about a hundred years ago with the advent of Progressive School. Such reflection is theoretically based on research in the Psychoanalysis and Education field, especially on the concepts of the subject of the unconscious and symbolic transmission or unconscious transmission. Also using reflections on the Philosophy of Education based especially on the thought of Hannah Arendt, the psychologized assumptions of Progressive Education and the short-circuit in cultural transmission generated by these are also analyzed. It is proposed from this that such centuries-old beliefs centered the school on the student and their individual learning to the detriment of the educational bond with the teacher, the cultural transmission and the subject of the unconscious that inhabits teachers and students. It is concluded that the progressive assumptions positioned the student as a master of himself, so that the progressive ideology then launched the students in an individualistic, developmental, pragmatic and broken learning process with the Other.