Leitura psicanalítica das funções docentes na relação com a criança durante a alfabetização e o letramento

Abstract

The present study aims, in the light of Jean Laplanche's Theory of Generalized Seduction, to understand the teaching functions in the relationship with children in the literacy process. For this, it was synthesized and commented on how the organization and practice of elementary education are ensured in order to, later, consider its consequences for the functions of teachers in the relationship with the child. Then, the concept and the synthesis of the characteristics of the psychological processes involved in literacy were presented, as well as the general contributions of psychoanalytic theory to the understanding of the child's social and psychological life. The theory created by Laplanche (1988) was used in order to consider psychic development and, in this, the emergence of the unconscious from childhood, with the marks arising from enigmatic messages coming from adults; in this regard, the role of language, including reading and writing, was also considered as a cultural system that offers narrative codes to children so that they can also expand, with these codes associated with literacy, their translations of constitutive enigmas of their subjectivity. In this sense, the hypothesis discussed here states that, in the context of teacher-student relationships during literacy, always marked by the reopening of the fundamental anthropological situation that gave rise to the unconscious psyche, there are two simultaneous teaching functions: to seduce and to support translations. To seduce means, on the conscious level, to motivate for learning, and on the unconscious level, also to address messages associated with the teacher's own desire to know, which in its origins is sexual. Supporting translations implies providing affective and cultural conditions for the translation of the enigmatic through literacy, so that both the exercise of theorizing about oneself and the world and the resulting theories are included. Now, nowadays, it is understood that the organization of teacher training determines a mistaken emphasis on training and skills assessments, segmenting the learning process, neglecting the rhythms and particularities of the psychic activity of the learner. Teachers lose awareness of the totality of this process, acting merely as technicians and coaches. Every day, school and education find themselves more and more prisoners of time, school spaces and the educational market, prevented from carrying out the purposes that correspond to them, attributing compulsory character to literacy. There must be a desire to know both from those who learn and from those who teach, because sometimes learning can be very difficult and painful, causing discomfort. In view of the above, Laplanchean reading demonstrates that those teaching functions, to seduce and support translations during literacy, are fundamental for children to be able, learning to read and write also be motivated by their desires and support them so that new enigmas (of letters) allow updating and translating old enigmas (those of generalized seduction that gives rise to the unconscious psyche).