FINGERMANN, Dominique. Education and knowledge. Stylus (Rio J.) []. 2016, 33, pp.261-273. ISSN 1676-157X.

Although using different methodologies and styles, both Freud and Lacan have shown us great enthusiasm and rigor in order to sustain with their elaborations Lacan's questioning, raised in 1957: "What does psychoanalysis teach us and how to teach it?" We owe to their braveness and insistence what we habitually call "the Freudian work" and "the Lacanian teaching". The latter proposes a progressive, however, a sort of discontinuity in relation to his reinterpretation of Freud as, for a reading of the unconscious, he introduces a practice of the letter according to the two axes which will remain until the end of his teaching, formalization and the way of poetic resonance: the mathematical and the maternal, mathem and poem. In order to clarify some changes in Lacan's position in relation to the teaching of psychoanalysis, this text approaches three aspects of the questioning: the ethic position of the one who teaches, the sensible difference between concept, formalization, and knowledge; and the antagonism between teaching and knowledge.

: Teaching; Knowledge; Unconscious concept; Formalization.

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