In(ter)venciones orientadas por el psicoanálisis aplicado en la institución escolar, a través de la elaboración de diseños de adecuaciones curriculares que consientan a las formas singulares de aprender de niños, niñas y adolescentes con Necesidades Educativas Especiales.

Abstract

The present research work carries out an analysis based on psychoanalysis applied to the school institution, highlighting the importance of realizing that subjective aspects converge in the learning process, in addition to the appropriation of cultural contents (elements of the curriculum). ) it is essential to establish the educational link, a possible way for the subject to consent to the school demand. When this link is hindered and there is no consent on the part of the subject, difficulties arise, which become Special Educational Needs. The form of institutional approach will imply the design of curricular adaptations whose objective is to "adjust" what does not work in the student. Is there another possible way? Psychoanalysis is committed to procuring an in(ter)vention that entails an ever-new encounter between the subject and the teacher, making it possible through the design of curricular adaptations for the subject and not for the diagnosis to ensure that he consents to the demand school.