Del objeto de deseo, al sujeto que desea: el niño y el proyecto integrado de aula

Abstract

The present investigation is constituted as a systematization of experiences with four-year-old children who are in pre-garden degree at the Pedagogical Unit College of the city of Bogotá. Its purpose is to determine the social and emotional relationships and interactions necessary to recognize the child as the subject he desires, for which the reality will be observed and interpreted taking into account the theoretical contributions from psychoanalysis and pedagogy. Psychoanalysis is assumed as an analytical discourse that recognizes the child as the subject he wants, which implies attending to his subjectivity, an aspect that has become invisible in school practice. On the other hand, the pedagogical foundations that support the integrated classroom project as an educational conception that goes beyond a “didactic recipe” as well as Fernando Hernández (2000) expresses. Both perspectives (psychoanalysis and pedagogy) will allow us to approach the child as a subject, inviting us to rethink our practices, to make the school a possible encounter with the other, to talk with him and not about him.

For this, an integrated classroom project will be designed and implemented, which recognizes boys and girls as subjects they want. This experience will be narrated and reflected in the light of the following questions: what does it mean to understand the child as the subject you want? What school practices allow you to claim the child as the subject you want? What place do parents and teachers have in this process?