Recognition has become a rallying standard, representative of many anti-discrimination battles and a subject-program of transdisciplinary research and debates. Its heuristic value in the field of education has hardly been explored. In the present text we establish the relationship between education and “recognition” as demonstrated in the psychoanalytical theorization of Françoise Dolto. Her thinking and her publications are both underpinned by her belief in the humanizing value of inter-human recognition, in which education stands as a primordial issue. It is a thinking process that informs the values and principles of the ethical right to education, in compliance with international educational law.

• Dolto
• éducation
• droit
• éthique
• reconnaissance

https://www.efg.inrs.ca/wp-content/uploads/2018/04/2009-11-Monteiro.pdf