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In connection with research in education sciences, which, by appealing to psychoanalytical concepts of the relationship to knowledge and to control over others, enabled the researcher to analyze certain observable phenomena in the psychic space of the class, this article envisages the psychic processes susceptible to liven up the child entering nursery school. It begins by appealing to the works of the psychoanalyst P. Aulagnier (1975), proposing the hypothesis that thinking of the child in the school space requires that the teacher at first performs a function of spokesman/woman to ensure the continuity of the child’s sensemaking of their real-life experience. This temporary function gradually loses its necessity when the thinking activity of the child qua developing pupil can develop in an autonomous way. Then the author argues that, in a situation where the teacher unconsciously establishes a relation of influence with a pupil, with the unconscious desire to impose on him/her a relationship to knowledge that can break with the one constructed in the family space, there is a risk that processes leading to a passive attitude or one of imitation on the part of the pupil are deployed. The author refers to the concepts of adhesive identity and identification developed by E. Bick (1986) to understand better the specificity of such a situation when the development of the pupil is in progress, demonstrating that the knowledge aimed at in school cannot be achieved, or only with great difficulty.