Resumen

SILVA, Kelly Cristina Brandão da. Education is not synonymous with learning: an interlocution Education, Psychoanalysis and Philosophy. Tempo psicanal. [online]. 2020, vol.52, n.2, pp. 337-356. ISSN 0101-4838.

This work, based on the interface Education and Psychoanalysis, in dialogue with some philosophical assumptions, especially with regard to the theories of Hannah Arendt and Gert Biesta, intends to discuss some hypotheses about the current primacy of learning and the supposed role of the student, with the consequent deletion of the place of the teacher and teaching. With the reduction of the constitutional right to education in the right to learning, under the influence of international organizations, such as the OECD, marked by a neoliberal logic, some public policies obey the logic of efficiency in the business world. With measurable goals, focused on results, the complexity of the educational phenomenon is reduced to performance. In this perspective, any obstacles in the educational endeavor are understood as a management problem. However, as an eminently human task, Education lives, paradoxically, with the impossibility of its realization, since it never reaches the totality of its intention, always not-all. The structural tension related to the enigmatic (dis) encounter between the new and the instituted forces education to continually deal with malaise. It is argued that education is a common good that takes place in an eminently relational field and, therefore, tense, unpredictable, artisanal, averse to generalist determinations and, following Freudian tradition, impossible.

Palabras clave : right to education; learning; Psychoanalysis; Hannah Arendt; Gert Biesta.

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