EDUCATIONAL CONTEXT, CURRICULAR ADAPTATIONS, AND ADOLESCENT SUBJECTIVITIES

Abstract

This article aims to establish a dialogue between psychoanalysis and education, linking the concepts of subjectivity and recognition to educational transformations related to inclusion, within which curricular adaptations are inscribed. This device is designed and constructed to support the educational trajectories of adolescents who –for instrumental or emotional reasons– need bridges that promote learning, social integration, and well-being within schools. The article shows how, from the beginning of the construction of the device, both recognition and consideration of the subjectivities of the actors involved become central elements.