El docente de bachillerato como sujeto-supuesto-a-saber de Lacan

The high school teacher as Lacan’s subject-supposed-to-know

Authors

  • Adrián Flores Báez
  • Mara Yazmín Morales Torres

DOI:

https://doi.org/10.46932/sfjdv2n4-033

Keywords:

Bachillerato, Lacan, Reforma educativa, perfil docente, spot

Abstract

El presente trabajo es un intento de ligar la idea de sujeto-supuesto-a-saber de Lacan con lo educativo, donde el goce del docente de bachillerato es producto de la fuerza invisible del discurso de lo político sobre su actuar. El estudio se realizó en un bachillerato rural de la comunidad del Ocotal en Puebla, México, compuesto por tres docentes a quienes se  entrevistaron de forma individual y posteriormente, después de ver 5 spots de la Reforma educativa se entrevistó de forma grupal. Los resultados mostraron que hay un choque entre los supuestos de los docentes (enfocados en la disciplina)  y los de la Reforma (enfocados a la actualización permanente y dar lo mejor de sí).

 

This paper is an attempt to link Lacan's idea of subject-supposed-to-know with education, where the enjoyment of the high school teacher is the product of the invisible force of the political discourse on his actions. The study was carried out in a rural high school in the community of Ocotal in Puebla, Mexico, made up of three teachers who were interviewed individually and later, after seeing 5 spots of the Educational Reform, they were interviewed as a group. The results showed that there is a clash between the assumptions of teachers (focused on the discipline) and those of the Reform (focused on permanent updating and giving their best).

 

Published

2021-08-26