Educação e constituição simbólica do sujeito: (escolas alternativas e a subversão do sujeito).

Abstract

This thesis focuses on the role of educational mediation between singularity – as the subject symbolically constructed – and social dimension – understood as the cultural Other. This study analyses education related to social, using categories such as desire and subject desirer. Applying these categories this research intends to understand the conditions under which subjectivities are operated by conventional education through the imaginary of social, economic, and cultural imperatives. Simultaneously, it tries to understand the possibilities of subverting this mode of subjectivation. Supposedly, critical alternative schools create the possibilities to such subversion. The main goal of this research is the constitution of the subject of desire (subject desirer) mediated by critical alternative pedagogical programs. Subjectivity is thought as a category constructed through an identitarian process connected with modes of educational signifying and resignifying. Hence, subjectivity is always related to power relations. The research was carried on using bibliographical and documental data, interviews with teachers and researchers of El Roure School (Barcelona), Escola da Ponte (Portugal), and Municipal Public School Bibiano de Almeida (Pelotas, Brazil). The school Bibiano de Almeida was the case study from where empirical data were collected via observations and interviews. The findings of this research indicate that the subject desirer, decentered subject, is not the same conception of subject presented in the critical alternative schools, where was found an individualized subject. This subject, in order to become fully realized and happy, needs certain conditions which schools must provide. Thus, the desire is there but operates via constrained subject.