Resumen

SCHUTZ, Jenerton Arlan  y  JUNGES, Fábio César. SCHOOL EDUCATION AND SYMBOLIC DEBT: reflections on the (de) characterization of school and teaching. Revista Teias [online]. 2022, vol.23, n.68, pp.16-28.  Epub 13-Feb-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.53981.

This bibliographic article discusses the intrinsic relationship between school education and symbolic debt, a debt that all teachers should or at least should face in the face of future generations. However, there are theories and speeches that deny the task of assuming the symbolic debt, and with that, unschool the school itself and establish the dismissal of the teacher as a representative of the adult world. In this sense, at first, the theorizations and discourses that abandon and deny the symbolic debt in the educational task are presented; in a second step, it addresses the necessity of assuming and “paying” the symbolic debt of which we are debtors, living up to the specificity of school education and teaching. It is understood, therefore, that school education has in its specificity the symbolic affiliation of new generations to the common world, and within the school, only the teacher will be able to pay this debt.

Palabras clave : teaching; school; common world.

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