From Family to School. The transformations of the subjectifying function

Abstract

In the complex process which will allow for the emergence of a singular and unique subject, two symbolic functions that operate in the psychic structuring stand out: the maternal function and the paternal function. It is expected that these functions can be assumed and sustained, not only in the family but also in the school environment, where symbolic subjective mediation allows for access to the culture. For this reason, it is important that school can recognize and assume its inherent subjectifying function, both in relation to its role as a supporter and in symbolic mediation (maternal function), and as a contributor to the inclusion of subjects in discourses other than the family ones (paternal function). Failure to perform these functions will lead to subjective effects and will affect the educational relationship. Taking into consideration that the transformations in the subject’s constitution create paths that are unique for each subject in the ways he or she relates to others and to knowledge, both in the family and the school, we shall analyze a cartoon to trigger a critical revision of the different modes of performing the above mentioned functions.