<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100146</article-id>
<article-id pub-id-type="doi">10.1590/0102-469824157</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DE QUE CRISE SE TRATA NA ADOLESCÊNCIA CONTEMPORÂNEA? ALGUMAS CONSIDERAÇÕES PSICANALÍTICAS E EDUCACIONAIS]]></article-title>
<article-title xml:lang="es"><![CDATA[DE CUAL CRISIS SE TRATA EN LA ADOLESCENCIA CONTEMPORÁNEA? ALGUNAS CONSIDERACIONES PSICOANALÍTICAS Y EDUCACIONALES]]></article-title>
<article-title xml:lang="en"><![CDATA[OF WHAT CRISIS ARE WE TALKING ABOUT IN CONTEMPORARY ADOLESCENCE? SOME CONSIDERATIONS ON PSYCHOANALISYS AND EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ANACLETO]]></surname>
<given-names><![CDATA[JULIA M. B.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FONSECA]]></surname>
<given-names><![CDATA[PAULA FONTANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100146&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100146&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100146&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Tributária da discursividade contemporânea, a adolescência pode ser entendida como efeito de uma produção política e social que demarca uma diferença com o infantil. Recorrendo ao arcabouço psicanalítico freudo-lacaniano, o presente artigo apresenta um debate teórico em torno do tema da crise da adolescência a partir da perspectiva dos estudos psicanalíticos no campo da educação. Para tanto, destaca a mudança de posição frente ao sexual como uma marca da transição pela qual passa o adolescente com consequências no laço social. Demonstramos que o caráter crítico da experiência adolescente não se restringe a alterações biológicas e individuais; antes, diz respeito a como essa experiência estruturante da constituição psíquica é significada pelo discurso social contemporâneo, levando muitas vezes a impasses e sofrimentos psíquicos. Deslocando a questão da adolescência de um âmbito individual e como simples consequência de uma fase da vida determinada por mudanças orgânicas, apontamos que a noção de crise desvela algo que diz respeito ao educar no mundo moderno e às consequências do tecnocientificismo como uma resposta que oblitera a responsabilidade dos adultos no endereçamento da palavra aos adolescentes, o que engendra uma nova forma de justificacionismo: o tecnocientificismo. Dentro deste cenário, interessa-nos destacar que a errância adolescente em busca de novas significações subjetivas pode encontrar no território escolar um espaço para ser experimentada sem que, apressadamente, seja capturada em um sentido fechado e frequentemente excludente. A ideia freudiana da impossibilidade própria ao ato de educar aponta para uma posição ética em face do desafio da modernidade no que diz ao que está em causa na experiência escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Heredera al discurso contemporáneo, la adolescencia puede entenderse como efecto de una producción política y social que establece una diferencia con la niñez. Utilizando el marco psicoanalítico freudo-lacaniano, este artículo presenta un debate teórico sobre el tema de la crisis adolescente desde la perspectiva de los estudios psicoanalíticos en el campo de la educación. Por lo tanto, destaca el cambio de posición en relación con lo sexual como una indicación de la transición que atraviesa el adolescente con consecuencias en el lazo social. Demostramos que el carácter crítico de la experiencia adolescente no está restringido a cambios biológicos e individuales; más bien, se refiere a cómo esta experiencia estructurante de la constitución psíquica está representada por el discurso social contemporáneo, que a menudo conduce a impases y sufrimientos psíquicos. Desplazando la cuestión de la adolescencia desde un contexto individual y como una simple consecuencia de una fase de la vida determinada por cambios orgánicos, señalamos que la noción de crisis desvela algo que concierne al educar en el mundo moderno y a las consecuencias del tecnocientíficismo como una respuesta que oblitera la responsabilidad de los adultos al dirigir la palabra a los adolescentes. Dentro de este escenario, destacamos que la errancia de los adolescentes en su búsqueda por nuevas significaciones subjetivas puede encontrar en el territorio escolar un espacio para ser experimentada sin ser capturada rápidamente en un sentido cerrado y, a menudo, excluyente. La idea freudiana de lo imposible, propia del acto de educar, señala una posición ética frente al desafío que implica la experiencia escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Tributary of contemporary discursivity, adolescence can be understood as the effect of a political and social production that demarcates a difference with childhood. Resorting to the Freudo-Lacanian psychoanalytic framework, this paper presents a theoretical debate around the theme of the crisis of adolescence from the perspective of psychoanalytic studies in the field of education. To do so, it highlights the change of position in relation to the sexual as a mark of the transition through which the adolescent goes through, with consequences in the social bond. We demonstrate that the critical character of the adolescent experience is not restricted to biological and individual alterations; rather, it concerns how this structuring experience of the psychic constitution is signified by contemporary social discourse, often leading to impasses and psychic suffering. Displacing the question of adolescence from an individual scope and as a simple consequence of a phase of life determined by organic changes, we point out that the notion of crisis unveils something that concerns educating in the modern world and the consequences of techno-scientificism as a response that obliterates the responsibility of adults in addressing the word to adolescents, which engenders a new form of justificationism: techno-scientificism. Within this scenario, it interests us to highlight that the adolescent wandering in search of new subjective meanings can find in the school territory a space to be experienced without, hastily, being captured in a closed and often excluding sense. The Freudian idea of impossibility proper to the act of educating points to an ethical position in face of the challenge of modernity in what is at stake in the school experience.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[psicanálise]]></kwd>
<kwd lng="pt"><![CDATA[adolescência]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[crise]]></kwd>
<kwd lng="es"><![CDATA[psicoanálisis]]></kwd>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[crisis]]></kwd>
<kwd lng="en"><![CDATA[psychoanalysis]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[crisis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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