Psychoanalysis and education: a possible dialogue.
Abstract
Through this work, an attempt will be made to analyze some of the vicissitudes triggered by the mandatory quarantine, where the home space is filled with tasks and activities, which teachers send to sustain? the academic field, without losses.
In this scenario, where it seems that, through the teaching proposal, a standardization is being maintained as if the system were equitable, from universalistic senses and instrumental modes independent of time and place, disengaged from current events, oblivious to singular conditions of each one; and contrasting it with the understanding of Education as a place of relationship, the question posed by José Contreras Domingo (Skliar & Larrosa, comps. 2016, p. 10), who asks if “would it be possible to think, express, live education as a experience, such as experiencing, feeling and learning, that is not only about 'things', about 'knowledge', but also about us? "
We are social beings, we need the bond to sustain us, but to what extent the other has not been a narcissistic fiction of our times, and now that we see ourselves with the real others, the bonds and our world succumb to new forms of relationship. We are in times where there is no place instantly shared, and now that we are forced to share ... what place to the other, what place to the subject?
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