The school and the problematic child. A viewpoint from the psychoanalysis discourse

Abstract

The school today does not escape the traits of the time. The concept of “child” underlying the patterns of relationship modes which unfold there, is also strongly determined by context. This gives rise to ways of being and feeling within the institution, where the teacher in front of what is presented as different, feels devoid of resources, or helpless, leading to the complaint and leaving the child excluded from every possible approach.
From the psychoanalysis speech, the child is  conceived as having voice, thus contributing significantly to a dialogue with pedagogy and rom another statute, the child has a word and part of this conception with important contributions that enter into dialogue with pedagogy, allowing the teacher, from his/her subjective implication, to operate from a device which permits him/her find other ways of doing.