La "relación con el saber": revisitando los comienzos del concepto.

Abstract

Studies of the relationship to knowledge are started in the 60, in France on psychoanalysis’s field. At the international academic community there are initiatives from different disciplines that analyzed some problems of knowledge transmission using the heuristic power of the concept of "relationship to knowledge". These initiatives include theoretical and empirical studies about teacher and students’ relationship with knowledge. These studies are enrolled mainly in two major schools: psychoanalytic and sociological. The first one belongs to Centre de Recherche et Formation Education (CREF), University Paris X –Nanterre of the, created by Jacky Beillerot and continued by Nicole Mosconi and Claudine Blanchard – Laville. The sociological, the Group "Education, socialization and local communities" (ESCOL) formed in 1987 in the Department of Science Education, University of Paris VIII, Saint Denis, under the direction of Bernard Charlot. Beillerot (1998) and Charlot (2009) recognize that Lacan was the first to formulate the phrase from "relationship to knowledge." This paper hypothesizes that the conceptual and empirical developments that occur around this notion, have neglected the conditions of production of the concept in the context of the Lacan’s theory. We will be describe the cultural frame in which the concept arises (in the framework of the French philosophy of the mid-twentieth century) and, from a fledgling tour of works of Lacan, some lessons to be drawn to rethink the relationship with knowledge.