Implementation of the New Mexican School and ideology

Abstract

This study presents the results of an inquiry into the implementation of the New Mexican School through the analysis of findings provided by informants, official documents from the Ministry of Public Education, and theories that helped to understand the phenomenon: the theory of the crisis of imaginary significations is used as a philosophical, political and psychoanalytic approach to the radical imaginary, serving both as a foundation and as a framework that reveals a closure of meaning within a deliberately heteronomous society. The object of study is understood by highlighting the gaps and contradictions in the implementation of the New Mexican School, the political conflicts with the state government and power groups, as well as with resistance groups. The study reflects, using theories of ideology and utopia and the notion of the political subject, in two ways: first, as a way to recognize the modern neoliberal project and the strategies used in subjectivation for the depoliticization of citizenship; it also identifies the inherent possibilities within the New Mexican School for the emergence of a political subject. Second, it analyzes the experience of a narrative workshop, which leads to theorizing the opening between two structures: the psyche and the social. The psyche emerges violently, in the tension between psychic drive and the social that represses it. This symbolizes the impossibility of being determined, like the Freudian unconscious, it breaks with processes of identification and, consequently, with processes of subjugation, and, if it fundamentally questions, it is configured as a source...