The School Does Not Teach. When Evaluation Persists and Teaching Hesitates. Notes on Desire, Transmission, and Authority in the Contemporary School

Abstract

This article analyzes the transformations within the contemporary school experience based on the tension between the growing centrality of evaluation devices and the difficulties in sustaining teaching as an act of transmission. Through the problematization of various situations in current educational practices, this paper examines the proliferation of permanent performance logics, the outsourcing of school tasks, and the increasing demands for autonomy imposed on students. Grounded in contributions from pedagogy and psychoanalysis, the text unravels the paradox of an institution that tends to presuppose as a starting point those capacities whose construction constitutes its fundamental responsibility. Finally, it concludes with the need to recover the necessary asymmetry of pedagogical authority and the ethical dimension of the educational bond, restoring to teaching its unique temporality as a cultural offer and a commitment to the future.