The (im)possibility of education

how does the school respond to childhood malaise?

Authors

DOI:

https://doi.org/10.5335/rep.v30.15146

Keywords:

Education, Psychoanalysis, Neoliberalism

Abstract

The search for answers to different and subjective ways of being in society based on medical diagnoses has led to the pathologization and medicalization of education and society, increasing malaise in childhood. In this article, we seek to discuss questions about contemporary education, in the light of psychoanalysis, in dialogue with the educational sciences. The objective is to discuss how the neoliberal discourse affects education and to reveal the consequences of this discourse for school practices, as well as for the subjective constitution of children.

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Author Biographies

  • Lilian Cristine Ribeiro Nascimento, University State University
    Graduated in Speech Therapy from the Pontifical Catholic University of Campinas (1987), Master's in Education from the State University of Campinas (2002) and Ph.D. in Education from the State University of Campinas (2007).
    He is currently a professor at the Faculty of Education at the State University of Campinas. Leader of the CNPq research group: Differences and Subjectivities in Education: Deaf Studies, racial, gender and childhood issues.
    He has experience in Education, with an emphasis on Education for the deaf, working mainly on the following topics: education for the deaf, digital technologies in the education of the deaf, teaching Portuguese as a second language.
  • Francisca Paula Toledo Monteiro, Universidade Lusófona
    Doctoral student at the Lusófona University of Humanities and Technologies in Lisbon, Portugal (ongoing) Member of the Center for Interdisciplinary Studies in Education and Development (CeiED) of the Lusófona University. Guest researcher in the research group NEPHEB - Center for Studies and Research on Ethics, Politics and History of Brazilian Education, of the University of Vale do Sapucaí. Master in Education by the State University of Campinas-Unicamp (2008) Degree in Pedagogy by PUC Minas Poços de Caldas (2002). Professor of the Infant and Complementary Education Division of the State University of Campinas - formal education (2004-2016). Guest professor in postgraduate courses in Special Education at Escuela Superior de Educación de Setúbal, Portugal; Inclusive Education, Literacy and Education and Psychoanalysis at PUC MINAS/ Poços de Caldas; ACTUALIZACIÓN/Colegio Espírita de Curitiba, UNIFEOB São João da Boa Vista, SP and Adventist Institute of São Paulo/ Hortolândia, SP. Lecturer and consultant in thematic areas: Early Childhood Education 0 to 3 years old; Early Childhood Education from 3 to 6 years old; Literacy and Literacy in the initial grades; Youth and Adult Education; Education and social inclusion; Education and Psychoanalysis. Coordinator of the Lisbon nucleus of the Free-Ensino Continuing Association Consultant in Education (Formal and Non-Formal Education) Psychoanalyst

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Published

2024-02-04

Issue

Vol. 30 (2023): PUBLICAÇÃO CONTÍNUA

Section

Psicanálise, educação, subjetividade e ética em tempos neoliberais

License

Copyright (c) 2024 Lilian Cristine Ribeiro Nascimento, Francisca Paula Toledo Monteiro

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

The (im)possibility of education: how does the school respond to childhood malaise?. Revista Espaço Pedagógico, [S. l.], v. 30, p. e15146, 2024. DOI: 10.5335/rep.v30.15146. Disponível em: https://ojs.upf.br/index.php/rep/article/view/15146. Acesso em: 15 oct. 2025.