DA PROPOSTA ENCLAUSURADORA DA DISCIPLINA PROJETO DE VIDA À ABERTURA DA EDUCAÇÃO TRANSFORMADORA NA ERA DO HOMO PSYCHOLOGICUS

Abstract

From the perspective of contemporary psychoanalysis, this text aims to analyze the implementation of the Life Project discipline in the New High School Curriculum (NEM, 2018) in Brazilian schools. To this end, we begin by problematizing what it means to educate for contemporary psychoanalysis. Next, we analyze the Life Project discipline as initially implemented in high school, based on the National Common Curricular Base (BNCC, 2018), highlighting its anchoring in neoliberal principles and pointing out the limitations of this proposal. We argue that its supposed critical intent and preparation for life seem to suggest a superficial and productivist discourse that places the individual as primarily responsible for their success, atributing little consideration to the more complex political, economic and social aspects involved in their relation with the world. Finally, we present the challenges of a transformative education that starts from the notion of the teacher's role as a witness – one who is not capable of offering ultimate answers, but can serve as a reference for the student. For this objective, we use, above all, the concepts of "act," "faith," and "promise" formulated by Recalcati (2013). In our theoretical journey, we will also make use of the contributions of authors such as Freud (2006), Durkheim (2011), Lyotard (2004) and Lipovetsky (2005).