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This paper raises the issue of constructing one's own name in childhood by adopting the psychoanalytic perspective as its theoretical investigative approach. Thus, we consider the occurrence of language and the relational tie as privileged operators in subjective constitution, as the human infant is overwhelmed by the language that precedes and surrounds it. In this immersion, the child inherits a name from another and is called on to respond by that name. However, the appropriation of this name requires a solidary movement that corresponds to the recognition of one's own body. Such operators are established by the mark of a subjective initium, which is the first step for the constitution of the subject. By considering these factors, we intend to establish a dialogue with the field of education, since the school plays a mediating role in this process, which for each child, authenticates the acquisition of their own name. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze the complex relationship between Education and Psychanalysis in the light of Adorno's Critical Theory. The discussion is epistemologically based on the concepts of subject and object, materialism and idealism, subjectivity and objectivity. The proposal considers contributions of leading thinkers on the theory of knowledge, such as Kant, Marx and Freud at the interface with culture and education. The key concepts: critique, self-criticism, autonomy and humanization are presented as relevant to the discussion. [ABSTRACT FROM AUTHOR]