Our researches in education in France lead us to observe that in the school field, a discourse on education is affirmed that recognizes the vulnerability of the child, and that is all centred on his "well-being". But, at the same time, in the name of this well-being, we are witnessing the proliferation of normative categories and the diffusion of increasingly standardized educational practices, which risk excluding any subjectivity. This particular cohabitation between a discourse built on "benevolence", that is a very present term in French schools, and increasingly rational practices in the educational relationship is emblematic of our current relationship to norms (Macherey, 2014). Ethics seems to be subject to norms, thus reversing Ricoeur's (1990) proposal. The dissemination of "scientific" discourses on childhood creates uniform, unfailing forms of knowledge that support the creation of normative categories. We thus have the illusion that we can know everything and therefore control, manage everything. This "management" of education excludes the transferential dimension of the educational relationship, and leaves children in a form of errancy. Based on the presentation of the results of non-directive interviews conducted with primary school teachers on these issues, we will show how these analyses lead us to work with psychoanalysis in our university training. The aim is to support teachers in forms of cultural transmission that contrast with the new technical modalities for disseminating knowledge, and that make it possible to make transmission a place where children can find their way into a history and find the threads necessary to build their own history (Pirone, 2017). We support them to make education an act of hospitality, as defined by Derrida (1997). The uncomfortable challenge of psychoanalytic discourse (Lacan, 1972) at university is to continue to work on the edge of the knowledge holes, so that future teachers learn not to seek to explain any form of deviance to what is supposed to be "normal", but to try to meet children by relying on transmission and knowledge as mediation. Transmission is one of the means by which children can find a Real (Lacan, 1974) shared with adults. Key-words: transmission; norm; hospitality ; psychoanalytic discourse

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