The author describes a drift in relation to the law and exercise of authority by setting education process and educational response. This opposition is useful to develop educational situations occurring in the vicinity of perversion. The educational responses would operate in the register of contingent reality. They respond to a temporality extemporaneous. The educational act would draw its structuring power of what lies primarily in the symbolic register. It would be governed by a transitional temporality. The author shows that certain intersubjective experiences, when they are subjected to a transitional temporality, give to the educational act its structuring impact.
The authors, after describing various modifications of the edict of February 2, 1945 which have profoundly changed the juvenile justice model, analyze the impact of this calling into question.
Adolescence, 2009, T. 27, n°2, pp. 399-413.