Two bye bye

Here is a text that presents a practice that has been mine in primary education, above all, before I become a psychoanalyst. Already in analysis at the time, it illustrates what Freud proposed to teachers, to know that it seemed very important to him that they undertake a personal analysis. For my part, I have both discovered in these years the "institutional pedagogy" and started an analysis.

Two bye bye


The various institutions of a cooperative class put into play the word of all its members. This is then a real alternative to violence (2), that of recreation courses, the one that manifests itself in the class through situations of conflict. This is the work of "institutional pedagogy", born in the late 40 s in the suburbs of Paris by the will of pedagogues to establish the techniques of freinet pedagogy in urban areas. Fernand Oury is one of the precursors and the work towards an institutional pedagogy (3), which he wrote with Aïda Vasquez, a founding text.

Institutional Education is a pedagogy " concerned to focus on the law rather than the rule, ethics rather than morality, learning rather than teaching, praxis rather than a doing fabricator " (4). " to focus On the law rather than the rule ": the rules are subject to bail and discounts in cause. A mother said of her three-Year-old son: " he didn't eat anything last night: neither fish nor chocolate cream.

- or the chocolate cream?

- no, because in any way, if he didn't eat the fish, he doesn't

Wouldn't eat the chocolate cream. It was like this.

- oh well! ?

And immediately, the son who attends the conversation puts into cause his mother:

- it's not you, the chef. " " "

I read, a few days later, the text painting of Claude Halmos (5), where this describes the implementation of a painting workshop in a welcoming institution of the psychotic in bonneuil-Sur-Marne, and more precisely with Sandrine, " the pain ", who questions the limits: " to put the

Limits in failure, it is good ours, of limits, that sandrine questioned. Our

Limits and our position in front of the limits " (5). One Day Sandrine " started to break everything ". we read further: " and it's since that anguish that, for the first time, instead of applying In cops a regulation that was in law, we spoke to sandrine of his misfortune, and the distress in which she had to be to get to want to break everything, so. " " "


" no desire without cut, without separation or even, without law that bans - who says between - and, as such, separates. I quote lacan: "the law is at the service of the desire that it establishes by the prohibition of incest", writes Francis Imbert. He continues: " it is from the mother to have to drive the child towards recognition that he is not his everything, his object filling - his phallus - but that his desire to it leads it to a third, the father, located In place of emasculating. As well, the order of the law depends on "from the case that she ( the mother ) makes his word ( from the father ), let's say the word, of his authority" (Lacan). Where the child and this is the fate of the oedipus is dislodged from its identification to the imaginary phallus. Remain to the father, to hold his place of "Agent of castration", to be indeed the one who, for the mother and the child will support the symbolic function of the forbidden. Castration is symbolic :... " it is the law that breaks the illusion of every human being to believe it is owner or identified to a whole imaginary power " (6) ". " it is about hearing in the term From symbolic castration the separation process, initiated by the mother, of the first links of the relationship relationship native that binds it to the child. " a scene that I was the spectator might be a great example of this process: on the rer dock at the station station, a little boy moans continuously. His mother holds him by the wrists. A few moments later, she drops it and I realize that what the child wanted, it was getting close to a young foreign man to the mother and the child, sitting near him, and who opens his arms with a Welcome word. Later the child sundome the sunglasses that man was wearing in the hair. When the rer comes, it's the child who asks: " Let's go? " to his mother. And while, conscientiously, with her, he goes up in the wagon, he turns back to the man sitting on the dock and sends him a "goodbye" accompanied by a sign of the hand.



In this class of "Pre-small section", there is a child, Abdelkader, who does not express himself in our common language. Not that he does not speak, in this sense that he would not have yet access, despite his age, to language, or even that he would not speak French, but rather that he has his language to him, articulated, phonetic, and Even maybe with an imaginary grammar, no one understands. So, to say " thank you " to the teacher or to the maternal help who gives him a cake, he says, " mainain ". we have beautiful repeat the good phonetics, everything goes as if he didn't hear and couldn't pronounce That his sounds to him.

We lead him to the speech therapist who confesses not to know if she will succeed to something with him.

The Director, and his discharge, decide to be firm with him and not to let him pass. For example, by hitting his hand when he repeats " Mainain " for " thank you ". but, of course, it's useless.

As for me, I establish in the class a chat, a few jobs, awarded in advice to voluntary children. Abdelkader takes charge of tidying up the games that serve after the nap. I am full of good will to get to understand it. But his disruptive behavior pushes me to deprive him of his profession, and above all, one day, I confess to him: "Abdelkader, I don't understand what you say". he looks disappointed, he stops for a moment.

When the mother's aid takes the children who will be at the canteen, a little before the time of the exit of the lunch, and with them abdelkader, this one, before leaving the room, turns around, makes a gesture of the hand and says : "goodbye".

In the following days, I learn that abdelkader, by waking up from the nap, spoke to another child, making a very elaborate sentence, indicating what he had to do and not to do.


The Director, learning this from the mouth of maternal help, is attributed to the fatherhood of this change: " we might end up getting there. " " "

I think that the events of the class were not for nothing in this unexpected progress.


What the director was doing very well was to tell stories from the class library. She read to the children the tale " roll galette ", where a " crazy " Galette Rolls and down slopes, until being swallowed by a fox.

At the first reading of this tale, this one pronounced distinctly the onomatopoeia "ham", the sound of the gulping of the galette by the fox. At the second reading, it's Abdelkader, without waiting for the director, who pronounced in a breath the onomatopoeia of the gulping. I would then post this moment of a "exactly".

This child was often the only one his parents brought, the father I believe, in class on Saturday in this school where their absences of 2-Year-old children were tolerated on that day. To be swallowed, engulfed, it's played with two. My " exactly ", I realize it now, could be an " exact lies ", which opened the way to a separation if he didn't want to be swallowed. So, all this would have allowed him to enter the language, the social language, that from the beginning, he mania very well while he was leaving from far away, apparently. A colleague of the cien (8), in Saint-Nazaire, had noticed that if I was ready to understand what he said to me, it was that I would say that there was something to understand. It was assume that he was a subject, talk to him as such, and give him this chance, without forgetting to tell him that he exceeded the limits by his behavior in class, compared to the others, when it was necessary.


Christophe Gervot, 1994-2019.


(2) CF. The Word: alternative to violence - questions to Francis Imbert, EPS 1 Magazine, no. 75, November-December 1995.

(3) Ed. Matrix.

(4) see f. imbert in mediation, institutions and law in the class, esf publisher.

(5) CF. Painting, Claude Halmos, in a place to live, Maud Mannoni, Ed. From the threshold, coll. Points, p. 105.

(6) J.D. Nasio, teaching of 7 Crucial Concepts of psychoanalysis, shores, 1998, p. 61, city by f. Imbert in EPS 1 NO. 75.

(7) CF. Text "a chat", pp. 67-70 in mediation, institutions and law in the class, f. Imbert and the grpi.

(8) Interdisciplinary Centre on the child and the teenager (Cien), today part of the institute of the child, group of the freudian field, bringing together professionals from different professions meeting in these children and / or teenagers .

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