ALTERNATIVE SCHOOLS AND THE CONSTITUTION OF THE SUBJECT OF THE DESIRE

Abstract

This article discusses the subject constitution through educational processes experienced in so-called alternative schools. We are focused on education role as mediator between the subject simbolically constructed and its social dimension that we name here as the Other of culture. It's our interest thinking about the subject as a category made up through identity processes tissued by pedagogical discourses stitched on the thin webs of reflection about the subjectification process that is put on practice by the so-called alternative schools. The subject and its desire are deeply implicated in identities productions through educative practices of these schools as well as in schools wich are named traditional ones. Accordingly, alternative schools cannot miss the notion that their project This article discusses the subject constitution through educational processes experienced in so-called alternative schools. We are focused on education role as mediator between the subject simbolically constructed and its social dimension that we name here as the Other of culture. It's our interest thinking about the subject as a category made up through identity processes tissued by pedagogical discourses stitched on the thin webs of  power. The desiring subject category has its fundamental role in this reflection about the subjectification process that is put on practice by the so-called alternative schools. The subject and its desire are deeply implicated in identities productions through educative practices of these schools as well as in schools wich are named traditional ones. Accordingly, alternative schools cannot miss the notion that their project may also operate as a refined device of discipline, of conformation and construction of subjectivities which are interesting to the flexible manufacturing system and to global market economics. That's what constitutes the political dimension of struggles in education fields, conflicts that alternative schools shouldn't deny.