Subjetividade, Educação e Transmissão Simbólica
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2009-08-21
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Universidade Federal de Goiás
Resumo
This study proposes a reflection on symbolic transmission, in an attempt to discuss how
one can speak of symbolic transmission in contemporaneousness. On considering that there
is a split-subject structure in the very construction of the subject, since the subject is
structured on lack, this study initially presents what the subject of psychoanalysis is. It then
deals with a subject that does not coincide with person, period or development; the subject
is a lack of being. Using the testimony of adults who have undergone traumas, the study
discusses how transmission is undertaken in the contemporary world. In this cross section,
the educational crisis is brought into question, because if the subject is structured on lack,
it is not a question of overcoming this by abolishing the symbolic, but rather of a
subjective constitution which allows the subject to get involved with what surrounds it.
Using Lacan s Seminar XI studies, one can discuss how the idealization of the subject and
its development through science leads to the impotence of education and of the professor.
This discourse involves a discourse which emphasizes the failure of schooling, the decline
of the symbolic authority of the professor, etc. Based on psychoanalytic theory, this study
discusses the link between Felman s operation of testimony and symbolic transmission,
thereby aligning (Felman s term, 2000) the position of those who testify with that of the
professor, the one who teaches. Symbolic transmission involves an operation which
convokes the subject who must get involved; this involves work proper to the unconscious
itself, that of alienating and separating, this is movement of the language itself. By getting
involved, there is a possibility that the subject may witness a symbolic transmission. The
professor in his/her teaching function can present a lack in an educational act. His/her
position as a subject of the unconscious may or may not sustain his/her teaching position,
that is, his/her authority as people who teach, thereby being able to hand on a cultural
inheritance.
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Citação
SOUZA, Luciana Santos de Freitas. Subjectivity, and Education Broadcast Symbols. 2009. 139 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2009.