VICTOR DE L’AVEYRON, desire’s apprentice

Abstract

The chronicle of the arduous task of raising a savage child in the early nineteenth century, brilliantly written by his guardian, is an inaugural illustration of the anthropological virtuality that takes action in pedagogy when education is seen as the institutionalization of subjectivity from the thresholds of the human being: the design of the educational process that embraces the figures of the savage and the idiot, stimulation as an administration of the drives that is a counterpoint to educational Rousseauism, the learning of language as an access to the symbolization of desire or the challenge of child sexuality to educational devices, are some of the issues that appear here, in the landmark of Victor de l’Aveyron, but they are far from exhausting its infinity.