Escuela Freudiana de Buenos Aires

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Escuela Freudiana de Buenos Aires (EFBA)
Organization details
TypePsychoanalytic School
Founded1974
Founder(s)Oscar Masotta
Key figuresOscar Masotta
OrientationClassical Lacanian (Pre-WAP)
Institutional context
PredecessorFirst Lacanian school in Spanish-speaking world
AffiliationIndependent
Relation to IPANone
Operations
HeadquartersBuenos Aires, Argentina
Geographic scopeArgentina
Training functionThe Pass (Pase), Cartels
PublicationsCuadernos Sigmund Freud
Websiteefbaires.com.ar


The Escuela Freudiana de Buenos Aires (EFBA, Freudian School of Buenos Aires) is a psychoanalytic institution founded in Buenos Aires, Argentina, on June 28, 1974.[1] It was the first Lacanian school of psychoanalysis established outside France and, following the dissolution of Jacques Lacan's École Freudienne de Paris (EFP) in 1980, became the oldest continuously operating Lacanian school in the world.[1][2]

The school's foundation represented a decisive response to what its founders perceived as the progressive bureaucratization and theoretical degradation of psychoanalytic training in mainstream institutions, particularly the Asociación Psicoanalítica Argentina (APA), the Argentine component society of the International Psychoanalytical Association (IPA).[3] The EFBA was established by the Argentine essayist, cultural critic, and psychoanalyst Óscar Masotta, whose pioneering work in translating and transmitting Jacques Lacan's teaching into Spanish made Lacanian psychoanalysis a major intellectual and clinical current throughout Latin America.[4]

The school's name reflects a dual theoretical commitment: to Sigmund Freud as the founder of psychoanalysis and to Jacques Lacan's project of a "return to Freud" (retorno a Freud), which sought to recover Freud's discovery of the unconscious from post-Freudian deviations—especially ego psychology—and from hierarchical institutional structures that, in the EFBA's assessment, had compromised the analytic project.[1] Over five decades, the EFBA has functioned as a non-pyramidal school dedicated to the formation of analysts, the advancement of psychoanalytic theory through study and publication, and sustained engagement with cultural and intellectual questions beyond the clinic. The institution has maintained an ethic of openness and plurality, distinguishing itself from centralized models of psychoanalytic organization while participating actively in Latin American and global Lacanian networks.

History

Origins and Intellectual Context

The foundation of the Escuela Freudiana de Buenos Aires must be understood within the specific institutional and intellectual climate of Argentine psychoanalysis in the mid-twentieth century. The Asociación Psicoanalítica Argentina (APA) was established in 1942 and received provisional recognition from the IPA the same year, with full affiliation granted in 1949 at the first post-war IPA congress in Zurich.[5][6] The APA was led initially by Ángel Garma, a Spanish psychoanalyst who had emigrated to Argentina, and its founding members—all medical doctors—sought to professionalize psychoanalysis as a clinical discipline aligned with European and North American standards.[6]

During the 1940s and 1950s, the APA became increasingly dominated by the theories of Melanie Klein, the British psychoanalyst whose work on early object relations and the infant's internal world had gathered a devoted following. Arminda Aberastury, wife of Enrique Pichón-Rivière and herself a prominent member of the APA, became Klein's principal advocate and translator in Argentina.[3] Beginning in 1945, Aberastury corresponded intensively with Klein, translated her writings into Spanish, and traveled to London for analysis and training. Under Aberastury's influence, Kleinian theory became the nucleus of a strict and, critics argued, dogmatic orthodoxy within the APA.[3] This theoretical narrowness was compounded by the hierarchical structure of analyst training, which concentrated power in a pyramid of senior "training analysts" who controlled access to full membership and professional recognition through the institution of didactic analysis.[1]

This institutional climate—marked by Kleinian orthodoxy, hierarchical credentialing, and isolation from broader intellectual currents—generated frustration among practitioners who were either excluded from membership or who harbored theoretical doubts. The stage was set for an alternative orientation when, in 1964, Enrique Pichón-Rivière, a Swiss-born Argentine psychiatrist who had been a founding member and early president of the APA, handed a bundle of Jacques Lacan's texts to his gifted student Óscar Masotta with the cryptic remark: "Perhaps you'll be able to do something with this."[3][7]

Óscar Masotta and the Introduction of Lacan

Óscar Masotta (1930–1979) was an Argentine essayist, critic, aesthetician, and intellectual whose background lay not in medicine or clinical practice but in literature, philosophy, and semiotics.[4] During the 1950s and early 1960s, Masotta had been associated with the left-wing literary magazine Contorno, which incubated a generation of Sartrean-influenced writers and critics engaged with questions of existentialism, politics, and culture.[7] In the mid-1960s, Masotta turned his attention to conceptual art, happenings, and media theory, becoming an influential figure in the Buenos Aires avant-garde. His encounter with Lacan's work, mediated by Pichón-Rivière, marked a decisive turn in his intellectual trajectory.

Masotta undertook an intensive and rigorous study of Lacan's texts. He read Lacan in French, compared them with German editions of Freud and with James Strachey's English Standard Edition, and studied available Spanish translations, working to grasp the complex articulation of Lacan's "return to Freud."[8] Beginning in the late 1960s, Masotta organized study groups and seminars on Lacan's seminars and writings, attracting a growing circle of scholars, students, and practitioners. These early study groups constituted the first sustained engagement with Lacanian psychoanalysis in Argentina and laid the groundwork for what would become a distinctive "Lacanian field" in Buenos Aires.[7]

Masotta's role was unique. He was not a clinician trained within the APA, nor did he undergo a traditional didactic analysis within IPA structures. Instead, he functioned as an exegete, translator, and mediator—a cultural critic who brought Lacan's work into dialogue with Argentine intellectual life and who made Lacan's theoretical innovations accessible to Spanish-speaking audiences. His capacity to read, interpret, and transmit Lacan's thought proved transformative, establishing Masotta as the founding figure of Lacanian psychoanalysis in Latin America.[7]

Foundation (June 28, 1974)

On June 28, 1974, Óscar Masotta and a group of colleagues formally signed the founding act of the Escuela Freudiana de Buenos Aires, establishing the first Lacanian school of psychoanalysis outside France.[1][9] The founding represented, as one early member later recalled, the formal and institutional entry of Jacques Lacan's teaching into Buenos Aires and the beginning of a collective commitment to psychoanalysis understood as a practice centered on the unconscious and transference rather than on institutional authority or ego adaptation.[8]

The school's name—"Freudian"—signaled not merely historical acknowledgment of Freud as the originator of psychoanalysis but an active commitment to Lacan's programmatic "return to Freud," which sought to reread Freud's texts systematically in order to recover the radical implications of the discovery of the unconscious as a structured, language-like phenomenon.[1] The founding document explicitly positioned the EFBA as a response to the "methodical bureaucratization" that had come to characterize psychoanalytic training within the APA and, more broadly, within IPA-affiliated institutions. The EFBA rejected the pyramid of hierarchies and the concentration of power in training analysts, drawing instead on Lacan's own institutional innovations—particularly his distinction between "grades" and "hierarchies"—to design an alternative structure that would prioritize analytic formation over bureaucratic credentialing.[1]

In 1975, Masotta traveled to Paris and presented the newly founded EFBA to Jacques Lacan himself, affirming the school's connection to Lacan's project and receiving Lacan's recognition.[9] This encounter confirmed the EFBA's legitimacy within the emerging international Lacanian movement and established a direct link between Buenos Aires and Paris at a moment when Lacan's own École Freudienne de Paris was still functioning.

Shortly after the founding, Masotta left Argentina and settled in Spain, where he continued his work on Lacanian psychoanalysis until his premature death in Barcelona in 1979.[4][10] Despite Masotta's absence from Argentina during the final years of his life, the EFBA continued to develop as an institution, sustained by the analysts and students he had trained and by the networks he had established.

Early Development and Institutional Refoundation

The EFBA's early years were marked by intensive study, publication, and the gradual elaboration of an institutional structure consonant with its founding principles. The school sponsored seminars and reading groups focused on the articulation of Freud and Lacan, organized clinical discussions, and began publishing the journal Cuadernos Sigmund Freud (Sigmund Freud Notebooks), which first appeared in 1971—predating the formal foundation of the school—and which became a principal venue for Lacanian theoretical and clinical work in Spanish.[11]

On August 3, 1985, the EFBA underwent a significant institutional reorganization and refoundation, during which its structure and bylaws were reaffirmed and developed in accordance with the founding principles.[1] This refoundation formalized the school's governance through a Comisión Directiva (Directing Board) and established two distinct Jurados de Nominación (Juries of Nomination), one concerned with the investigation of the end of analysis through the device of the pase (the "pass"), and the other with the recognition of analysts' formation and their nomination as full members of the school.[1]

Throughout its history, the EFBA has experienced what it describes as "scissions, branches, and bifurcations" as various members left to establish related institutions or to pursue different emphases within the Lacanian field.[1] Notably, the Escuela Freudiana de la Argentina (EFA) emerged as a separate institution, also tracing its lineage to Óscar Masotta's founding work in 1974.[12] Despite these divisions, the original EFBA maintained institutional continuity and identity, sustaining its commitment to non-hierarchical formation, theoretical pluralism, and active engagement with the wider psychoanalytic and intellectual community.

Historical Significance: The Oldest Lacanian School

On January 5, 1980, Jacques Lacan announced the dissolution of the École Freudienne de Paris, the school he had founded in June 1964 following his exclusion from training authority within IPA-affiliated French psychoanalysis.[2] The EFP was legally dissolved on September 27, 1980. Following the dissolution of the EFP and the subsequent demise of La Cause freudienne in January 1981, more than twenty institutions emerged claiming continuity with Lacan's project.[13]

Because the EFBA had been founded independently in 1974—six years before the dissolution of the EFP—and because it had received Lacan's recognition during his lifetime, it acquired unique historical standing. The EFBA became, and remains, the oldest continuously functioning Lacanian school in the world.[1] This historical priority has shaped the school's institutional identity and its role within the broader landscape of Lacanian psychoanalysis, positioning it as a living link to the first generation of Lacanian transmission outside Paris.

Theoretical Orientation

The EFBA identifies itself as "Freudian" not merely in acknowledgment of Sigmund Freud as the founder of psychoanalysis but as an active declaration of commitment to Jacques Lacan's programmatic "return to Freud" (retorno a Freud).[1] This return to Freud, as Lacan articulated it beginning in the 1950s, constitutes a systematic rereading of Freud's works that seeks to recover the radical implications of Freud's discovery of the unconscious—understood as a structured, language-like phenomenon—and to distinguish genuine psychoanalytic practice from post-Freudian deviations that, in Lacan's and the EFBA's assessment, had compromised or abandoned Freud's central insights.[14]

The school's theoretical stance emphasizes several interrelated commitments. First, it prioritizes the unconscious as the fundamental locus of psychoanalytic work, rejecting models of analysis oriented toward ego-strengthening, psychological adaptation, or behavioral normalization. Second, it centers the concept of transference—the analysand's relation to the analyst—as the operative force of analysis, rather than positioning the analyst as a neutral expert who dispenses interpretations from a position of mastery. Third, the EFBA maintains a sustained critique of the bureaucratization and hierarchicalization of psychoanalytic institutions, viewing these as obstacles to authentic analytic work and as instances of the very dynamics—imaginary identification, institutional rigidity, the fantasy of the analyst as Master—that analysis ought to interrogate rather than reproduce.[1]

This critical stance toward institutional authority manifests in the EFBA's explicit rejection of the "pyramid" model of psychoanalytic training characteristic of IPA societies, in which power and legitimacy are concentrated in a small cadre of senior training analysts who control access to full membership through didactic analysis and formal authorization.[1] Drawing on Lacan's own institutional experiments, particularly his distinction between "grades" and "hierarchies" and his invention of the pase (pass) as a device for investigating the end of analysis, the EFBA sought to elaborate alternative forms of formation that would decentralize authority and foreground the singular, non-standardizable character of each analyst's trajectory.[15]

The EFBA's position within the broader landscape of Lacanian psychoanalysis is distinctive. The school does not align with the World Association of Psychoanalysis (WAP), founded by Jacques-Alain Miller in 1992, nor with WAP-affiliated institutions such as the Escuela de la Orientación Lacaniana (EOL), which was established in Argentina in 1992 and became the largest Lacanian institution globally.[16][17] Instead, the EFBA has forged alternative networks and collaborative structures, most notably through its founding participation in Convergencia, Movimiento Lacaniano por el Psicoanálisis Freudiano (Convergence, Lacanian Movement for Freudian Psychoanalysis), and through its ongoing involvement in the Reunión Lacanoamericana de Psicoanálisis (Latin American Meeting of Psychoanalysis). These choices reflect a deliberate theoretical and political orientation: a commitment to psychoanalytic plurality, inter-linguistic exchange, and the multiplication of collaborative bonds among analysts, rather than the establishment of a centralized international authority or a single master institution.[1]

Institutional Structure and Training

Organizational Structure

The EFBA's internal structure reflects its founding commitment to non-hierarchical, non-pyramidal organization. The school is directed by a Comisión Directiva (Directing Board) responsible for overall governance and institutional orientation.[1] However, the distinctive feature of the EFBA's structure is the presence of two separate Jurados de Nominación (Juries of Nomination), a design inspired by Jacques Lacan's institutional innovations, particularly his distinction between "grades" and "hierarchies" and his attempt to elaborate forms of analytic authorization that would not reproduce the concentration of power characteristic of traditional psychoanalytic societies.[1]

The first jury concerns itself with the pase (the "pass" or passage), a device developed by Lacan in 1967 to address the question of the end of analysis and the transition from analysand to analyst.[15] The pase is understood not as a professional certification process but as an investigation into whether an analysand has traversed their fundamental fantasy, undergone what Lacan called "subjective destitution," and achieved a transformed relationship to the unconscious, to desire, and to the position of the analyst.[18] The procedure involves the analysand (the passant) giving testimony to two other analysands (passeurs), who then transmit this testimony to a jury. The jury deliberates and may nominate the passant as an Analyst of the School (Analista de la Escuela, AE), a designation that recognizes not bureaucratic credentials but the subjective transformation characteristic of the end of analysis.[15]

The second jury addresses the formal recognition of analysts as full members of the school (Analistas Miembros de la Escuela, AME). This jury considers the overall formation and contribution of analysts to the school's work, including their theoretical engagement, clinical practice, participation in seminars and cartels, and their transmission of psychoanalytic knowledge.[1] This dual-jury structure allows the EFBA to distinguish between the subjective outcome of analysis (the pase) and the institutional recognition of analytic competence and contribution, without collapsing one into the other or establishing a single vertical hierarchy of authorization.

Formation of Analysts: The Red de Enseñanza

Formal instruction and formation of analysts within the EFBA is organized through the Red de Enseñanza (Teaching Network), established in 1987.[1] The Teaching Network provides a structured but flexible curriculum of seminars and reading workshops designed to articulate the relationship between Freud and Lacan and to introduce practitioners to the foundational texts and concepts of Lacanian psychoanalysis. These seminars, held regularly throughout the year, cover topics including Freud's major works, Lacan's seminars, clinical case presentations, and contemporary applications of Lacanian theory in diverse cultural and intellectual contexts.[1]

In addition to seminars, the EFBA makes extensive use of the cartel—a small working group device proposed by Lacan as an alternative to hierarchical seminar formats and large-group instruction.[19] A cartel typically consists of three to five participants (with four considered optimal) who work together intensively on a specific question or text for a defined period, along with a "plus-one" (plus-un) who moderates and animates the group's work without assuming the position of master or teacher.[19] The cartel model is designed to foster collective investigation and elaboration while avoiding the concentration of authority in a single instructor, and it has become central to the EFBA's pedagogical philosophy. The school organizes periodic Jornadas de Carteles (Cartel Conferences) at which cartel groups present the results of their collective investigations and engage in dialogue with the wider community of analysts.[1]

Research groups organized around particular psychoanalytic questions—clinical, theoretical, or cultural—also function as part of the Red de Enseñanza, providing spaces for sustained inquiry that complement the seminar and cartel formats.[1]

Since 2020, responding to the COVID-19 pandemic and evolving technological possibilities, the EFBA has offered its seminars in virtual or online format, expanding accessibility for participants across Argentina and internationally.[1] This adaptation reflects the school's commitment to making analytic teaching widely available without sacrificing the rigor and depth of engagement that characterizes in-person work.

Clinical Work: The Red Clínica

In 2003, the EFBA established the Red Clínica (Clinical Network), a dedicated institutional space for the provision of psychoanalytic consultations and treatment to the broader community.[1] The Clinical Network operates with regulated and accessible fees, making analysis available to those without the financial means for private practice analysis. This initiative reflects the school's understanding that analytic responsibility extends beyond the circle of professional analysts to encompass a commitment to the social field and to those suffering from neurotic conflict, psychic distress, and related conditions.[1]

The Red Clínica also provides spaces for supervision and consultation among analysts, fostering ongoing dialogue about clinical work and the application of Lacanian principles in practice. Supervision within the Clinical Network is understood not merely as quality control or training oversight, but as a space in which the complexities of transference, the real of the clinical encounter, and the analyst's own positioning can be collectively interrogated and elaborated.[1]

Publications and Activities

Journals and Editorial Work

The EFBA has maintained a sustained publication program throughout its history. The school's principal publication is the journal Cuadernos Sigmund Freud (Sigmund Freud Notebooks), which first appeared in 1971—three years before the formal foundation of the school—and has appeared continuously, reaching issue number 34 as of 2024.[11][20] Each issue is organized around a thematic focus and contains theoretical articles, clinical case presentations, transcripts or elaborations from seminars, and work produced by members of the school. The journal serves both as an internal forum for debate and theoretical development and as a contribution to the broader Spanish-language psychoanalytic literature. As one member of the editorial committee noted, the title Cuadernos Sigmund Freud signals that the publication is grounded in "the reading of Freud made possible by the work of Jacques Lacan," establishing a precise point of departure for the school's theoretical orientation.[11]

In 2003, the EFBA established its own publishing house, the Editorial de la Escuela Freudiana de Buenos Aires, with the aim of disseminating work produced by school members and related authors to both professional analysts and the wider educated public.[1] This editorial initiative has resulted in the publication of numerous books and monographs exploring clinical, theoretical, and cultural dimensions of Lacanian psychoanalysis.

In 2006, the school began issuing a newsletter (newsletter) to publicize and share work by its members. This newsletter was relaunched in expanded form in 2020, providing regular updates on school activities, excerpts from recent publications, and reflections on psychoanalytic themes.[1]

The EFBA also maintains an open library containing multiple versions and translations of Lacan's seminars, making these materials available for internal circulation and study. The deliberate decision to maintain an open library, rather than restricting access to canonical texts or controlling their distribution, reflects the school's commitment to the principle that analysts should position themselves according to psychoanalytic principles and through direct engagement with foundational texts, rather than through the mediated authority of a single institution or leader.[1]

Conferences and Regional Networks

The EFBA has organized Jornadas (conferences or study days) every two years without interruption since its foundation in 1974, making these biennial gatherings a defining institutional ritual over nearly five decades.[1] These Jornadas bring together members of the school and visiting analysts from Argentina and abroad, creating a space for the presentation of clinical and theoretical work, debate, and the renewal of collective commitment to the school's project. The conferences privilege encounter and dialogue, reflecting the school's ethic of openness and its refusal of insularity or sectarianism.[1]

The school has been instrumental in founding and sustaining two major Latin American networks for Lacanian analysts. The Reunión Lacanoamericana de Psicoanálisis (Latin American Meeting of Psychoanalysis) is a biennial gathering of Lacanian analysts from across Latin America, held in rotating locations and organized collaboratively by multiple regional schools and institutions.[1][21] This meeting, rooted in Lacan's own neologism "Lacanoamericans"—analysts who had received his teaching through reading and writing rather than through direct presence in Paris—emphasizes the principle that each analyst's voice and production merit equal consideration, and that no single institution should claim representational authority over Lacanian practice in the region.[1]

Additionally, the EFBA is one of the founding institutions of Convergencia, Movimiento Lacaniano por el Psicoanálisis Freudiano (Convergence, Lacanian Movement for Freudian Psychoanalysis), a worldwide network of more than forty psychoanalytic institutions formally founded in Barcelona on October 3, 1998, with participation from institutions in Argentina, Germany, Brazil, Ecuador, Spain, the United States, France, Italy, and Uruguay.[22][23] Convergencia was established as an explicit alternative to centralized models of international psychoanalytic organization, rejecting the notion of an "international" with a single headquarters and master figure. Instead, Convergencia functions as a loose, multi-lingual movement dedicated to advancing the fundamental questions of psychoanalysis while respecting the autonomy and theoretical diversity of its member institutions.[1][22]

Influence and Reception

In Argentina

The EFBA's impact on Argentine psychoanalysis has been profound and enduring. The school served as the primary institutional vehicle for the introduction and consolidation of Lacanian psychoanalysis in Argentina, providing a theoretical and clinical alternative to both the APA's Kleinian orthodoxy and, later, to the influence of Jacques-Alain Miller's Escuela de la Orientación Lacaniana (EOL), founded in 1992 as part of the World Association of Psychoanalysis.[3][17] The EFBA trained successive generations of analysts, many of whom have become prominent figures in Argentine intellectual, clinical, and academic life.

The school's influence extended beyond the training of analysts to shape Argentine culture and intellectual discourse more broadly. The EFBA maintained active engagement with artists, writers, philosophers, and public intellectuals, understanding psychoanalysis not as a specialized medical or psychological practice but as a dimension of broader cultural inquiry and critique.[8] This openness to interdisciplinary dialogue distinguished the EFBA from more clinically or institutionally insular psychoanalytic organizations and contributed to the remarkable penetration of Lacanian concepts and vocabulary into Argentine culture, where psychoanalysis became a widely recognized cultural reference point.[7]

A notable instance of this cultural engagement is the publication Borges en la EFBA (Borges at the EFBA), which documents the visit of the celebrated Argentine writer Jorge Luis Borges to the school and his interaction with its members—a rare intersection of Argentina's most celebrated literary figure with the institutionalized practice of psychoanalysis.[8] This encounter exemplifies the EFBA's commitment to situating psychoanalysis within the broader field of culture and thought rather than confining it to the clinic or the professional association.

In Latin America and Beyond

The EFBA's significance extends across Latin America, where Lacanian psychoanalysis achieved an institutional and cultural presence unmatched in most other regions of the world. Through its role in founding and sustaining the Reunión Lacanoamericana de Psicoanálisis and through the individual contributions of its analysts, the EFBA has been instrumental in creating networks of Lacanian practice and transmission throughout the region.[1] Spanish-language translations of Lacan's seminars, facilitated in part by publishing efforts in Buenos Aires and by the work of analysts connected to the EFBA, became widely available and helped establish Lacanian psychoanalysis as a major intellectual current in Latin American universities, clinics, and cultural institutions.[3][17]

The school has maintained active international collaborations, hosting visiting analysts from Europe, North America, and other regions, and sending members to present work at conferences worldwide. These exchanges have positioned the EFBA as a significant voice within global Lacanian networks and as evidence of the depth and rigor of psychoanalytic work being conducted outside the traditional centers of Paris and London.[1]

Scholarly and Historical Reception

Academic historians and scholars of psychoanalysis have recognized the EFBA as a crucial institution in the history of psychoanalysis. Óscar Masotta, the school's founder, has become the subject of significant scholarly attention as a key figure in the diffusion of Lacanian thought in Latin America and as a distinctive intellectual voice whose role in mediating Lacan's work cannot be reduced to simple transmission or translation.[7][24] Masotta's trajectory—from literary critic and cultural theorist to pioneer of Lacanian psychoanalysis—has been understood as emblematic of the "decentering" of psychoanalytic authority from Paris to Latin America and of the creative appropriation and transformation of European intellectual movements in Latin American contexts.[7]

The foundation of the EFBA itself has been the subject of historical investigation, as researchers have sought to understand the institutional, theoretical, and political conditions that enabled a Lacanian school to flourish in Buenos Aires while the European context was marked by institutional fragmentation and conflict.[9] The EFBA features prominently in broader histories of psychoanalysis in Argentina, which now recognize that the impact of Lacanian thought on Argentine intellectual and clinical culture represents one of the most significant developments in twentieth-century Argentine thought and practice.[3][5]

See also

References

  1. ↑ 1.00 1.01 1.02 1.03 1.04 1.05 1.06 1.07 1.08 1.09 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22 1.23 1.24 1.25 1.26 1.27 1.28 1.29 1.30 1.31 1.32 1.33 1.34 1.35 Escuela Freudiana de Buenos Aires. "Acerca de la Escuela." https://efbaires.com.ar/acerca-de-la-escuela/. Accessed January 2026.
  2. ↑ 2.0 2.1 No Subject Encyclopedia of Lacanian Psychoanalysis. "École Freudienne de Paris (EFP)." https://nosubject.com/École_Freudienne_de_Paris. Accessed January 2026.
  3. ↑ 3.0 3.1 3.2 3.3 3.4 3.5 3.6 Angelini, Alfredo. "A Psychoanalytic Tango: Recent Developments in Psychoanalysis in Argentina." Journal of European Psychoanalysis, no. 1-2, 2022.
  4. ↑ 4.0 4.1 4.2 Wikipedia. "Oscar Masotta." https://en.wikipedia.org/wiki/Oscar_Masotta. Accessed January 2026.
  5. ↑ 5.0 5.1 Plotkin, Mariano Ben. Freud in the Pampas: The Emergence and Development of a Psychoanalytic Culture in Argentina. Stanford University Press, 2001.
  6. ↑ 6.0 6.1 Henning, Martha and Braga Marques, Eduardo. "Historical reconstruction of Latin American psychosomatic medicine." História, Ciências, Saúde-Manguinhos, vol. 31, 2024.
  7. ↑ 7.0 7.1 7.2 7.3 7.4 7.5 7.6 Shullenberger, Geoff. "Óscar Masotta and the Decentering of Lacanian Psychoanalysis." Revista Landa, vol. 5, no. 1, 2016.
  8. ↑ 8.0 8.1 8.2 8.3 Domb, Benjamín. "Oscar Masotta y la Fundación de la Escuela Freudiana." El Sigma Historia Viva, November 8, 2000. https://www.elsigma.com/historia-viva/oscar-masotta-y-la-fundacion-de-la-escuela-freudiana/92.
  9. ↑ 9.0 9.1 9.2 Scholten, Hernán. "Sobre la Fundación de la Escuela Freudiana de Buenos Aires (1974)." Proceedings of the V Congreso Internacional de Investigación y Práctica Profesional en Psicología, Universidad de Buenos Aires, 2013.
  10. ↑ MACBA. "Oscar Masotta. Theory as Action." https://www.meer.com/en/40666-oscar-masotta-theory-as-action. Accessed January 2026.
  11. ↑ 11.0 11.1 11.2 Escuela Freudiana de Buenos Aires. "Newsletter. Nuestras Letras – agosto 2025." https://efbaires.com.ar/newsletter-nuestras-letras-agosto-2025/. Accessed January 2026.
  12. ↑ Escuela Freudiana de la Argentina. "Columna de autor: Acerca de." https://columnadeautorefa.wordpress.com/acerca-de/. Accessed January 2026.
  13. ↑ No Subject Encyclopedia of Lacanian Psychoanalysis. "Movement lacanien français." https://nosubject.com/Movement_lacanien_français. Accessed January 2026.
  14. ↑ No Subject Encyclopedia of Lacanian Psychoanalysis. "Jacques Lacan and the IPA." https://nosubject.com/Jacques_Lacan_and_the_IPA. Accessed January 2026.
  15. ↑ 15.0 15.1 15.2 No Subject Encyclopedia of Lacanian Psychoanalysis. "Pass." https://nosubject.com/Pass. Accessed January 2026.
  16. ↑ No Subject Encyclopedia of Lacanian Psychoanalysis. "World Association of Psychoanalysis." https://nosubject.com/World_Association_of_Psychoanalysis. Accessed January 2026.
  17. ↑ 17.0 17.1 17.2 No Subject Encyclopedia of Lacanian Psychoanalysis. "Lacanian Psychoanalysis Outside the IPA." https://nosubject.com/Lacanian_Psychoanalysis_Outside_the_IPA. Accessed January 2026.
  18. ↑ No Subject Encyclopedia of Lacanian Psychoanalysis. "End of Analysis." https://nosubject.com/End_of_analysis_(psychoanalysis). Accessed January 2026.
  19. ↑ 19.0 19.1 No Subject Encyclopedia of Lacanian Psychoanalysis. "Cartel." https://nosubject.com/Cartel. Accessed January 2026.
  20. ↑ Librería EFBA. "Cuadernos Sigmund Freud." https://libreriaefba.com.ar/categoria-libro/cuadernos-sigmund-freud/. Accessed January 2026.
  21. ↑ Reunión Lacanoamericana de Psicoanálisis. "LACANO." https://lalacanomardelplata.com. Accessed January 2026.
  22. ↑ 22.0 22.1 Escuela Freudiana de la Argentina. "Convergencia." http://escuelafreudiana-arg.org/sitio/relaciones-institucionales/convergencia/. Accessed January 2026.
  23. ↑ EPSFROS. "CONVERGENCIA Movimiento lacaniano por el psicoanálisis freudiano." https://epsfros.com.ar/comunidad/convergencia-movimiento-lacaniano-por-el-psicoanalisis-freudiano/. Accessed January 2026.
  24. ↑ Radical Philosophy. "Who was Oscar Masotta?: Psychoanalysis in Argentina." 2009. https://www.radicalphilosophy.com/article/who-was-oscar-masotta. Accessed January 2026.
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