The child and its relationship with learning to write: some possible articulations with the process of constitution of the subject on the school floor

Abstract

This work addresses the issue of learning writing by the subject-child who arrives at school and is invited by the teacher to mark the paper. Based on the understanding of writing as a unique experience that is proof of the unconscious, the article is structured in three sections: i) in "From the parent-infant relationship to the parent-child-school relationship", we seek to elucidate the path of constitution of the a subject who arrives at the school floor already marked by being an object of the Other's desire, immersed in the history of his psyche, symbolism and affective bonds; ii) in “The child and the school floor: writing the marks inscribed in the unconscious on paper”, we unveil the path of these memory marks, thinking the place that the construction of writing can have for the child in the learning space; and iii) in "The child, the adult and writing as an effect of the subject's position in language: reflections from (and beyond) the school floor", we bring the debate on the social discourse attributed to the school, a sustained discourse by the belief that learning to write gives the subject belonging to the world of word and language access to the findings of science and the possibilities of communication and insertion in the social bond, pointing out that writing is an effect of the subject's position in language.