Abstract:
The elaboration of and support for collective projects implies in subject's agreement with a normative contract. This contract articulates one's psychic life in the group and in the institution, as well as guarantees the continuity of educational projects.
In this work, we analyze the role of a science teacher in the development of intersubjective relationships of a group of teachers from the same school. We will focus on the shift of bonds that were established through propositive symbolic elaboration from that teacher, who ended up leaving the group. Data from diverse sources was triangulated and examined through the lens of concepts from René Kaës' psychoanalytic theory. We show the importance of the concept "intermediary" for analysis, permitting one to identify the signs that make it possible for the subject to recognize him/herself and to be recognized as a member of the group.
Key-words:
teacher community; psychoanalyze and education; pedagogic project.