En el siguiente trabajo se retoman cuestiones analizadas en investigaciones anteriores (Fernández, 2013) que analizaban al alumno en un contexto positivista, donde la escena legitimaba las categorías de Normalidad y Anormalidad, dentro de la institución escuela. Sin embargo, ese trabajo de disciplinamiento que parece haber quedado en un marco higienista normativizador, se pone en vigencia en el análisis de Byung-Chul Han (2015), ya que en la sociedad actual del constante igualar no tiene lugar el otro como alteridad. Se ha producido la erosión del otro, la misma lógica de funcionamiento social lo ha hecho desaparecer. Si en el Monitor de la Educación Común era importante el acierto de los aprendizajes y de la enseñanza, hoy lo desubjetivizante se enrola en una tradición donde lo válido es dicho aplanamiento. Retomando a Phillipe Aries (1986) quien realiza un análisis comparativo de las estructuras se articula lo posmoderno con aquello que señala Byung-Chul Han (2014) “una atadura sin ataduras, una libertad, sin posibilidad de ser libre, sino Ser un sujeto apresado desconociendo dicha prisión.Se recuperan las tesis de Guillaín,Álvarez Uría, Carli, Rossi y Elichiry, Bauman y Byung-Chul Han. Palabras clave Disciplinamiento, Normativizador, Desubjetivizante, Posmoderno ABSTRACT A SWARMWITHOUTA HIVE ORTHE COMPLETION OFTHE DISCIPLINED SUBJECT? In the following work, we look at issues analyzed in previous research (Fernández, 2013) that analyzed the student in a positivist context, where the scene legitimized the Normality and Abnormality categories within the school institution. However, this work of discipline that seems to have remained in a normativizador hygienist framework, is put into effect in the analysis of Byung-Chul Han, since in the current society of the constant to equal does not take place the other as alterity, therefore, The subject is not excluded within the school framework but is subtracted from his erotic experience, since nothing, since nothing is subtracted from consumption. There has been erosion of the other, the same logic of social functioning has made it disappear. If in the Monitor of Common Education was important the success of learning and teaching, today the de-subjectivizing is enrola in a tradition where what is valid is said flattening. Returning to Phillipe Aries (1986) who performs a comparative analysis of structures is placed in contrast to the Education Monitor as the apparatus controlling the Work, an “emancipatory work.” But the postmodern accounts for what Byung-Chul Han points out, a bond without bondage, a freedom, without possibility of being free, but subject caught not knowing prison. Key words Disciplining, Normativizing, Disubjective, Postmodern