O fracasso escolar no cenário das patologias da contemporaneidade

An approach to schooling failure, within the sphere of contemporary pathologies, requires placing the social relationships in a historical dimension, characteristic of an epoch. When we refer to the aphorism: the unconscious is the social (ASSOUN, 1994); we disengage ourselves from readings that place the individual versus society and think schooling failure to be the reflex of contingencies, historical transformations and unconscious determinations that carry the initials of the social symptom, which is structured as the reflection of discourse production dominant of the period. It is therefore necessary to place discourse and pedagogical practice, which emerged in the Modern era, in order to understand schooling failure, an expression that directly opposes the ideals expected of schooling in terms of excellence of the learning function. What truth is depicted from schooling failure if the symptom results from repressed truth? It refers to the return and insistence stemming from the destination that civilization confers to the discomfort lived by humans. Thus, schooling failure, the return of a truth, attaches itself to a historical contingency or belongs to present day pathologies, wherein, the ideal to transform and to better society with scientific progress and improvement of technique persist as conditions for liberty and happiness. The execution of such an assignment is aligned to a forged model that imprisons the child in a technical childhood. Finally, schooling failure, as it reveals subjective truth, insinuates itself into the wrong direction to social demands that impose equality and cut out expressions of singularity excluded from spaces established by the dominant discourse, which give priority to orthopedics forms in order to sustain the ideal of perfect men