Abstract

Adolescent crisis is a phenomenon that often has been correlate with the difficulty by teenagers in giving form to the desire. From the scientific literature in the educational field on this subject, it emerges there is a plurality of factors that limit the space of desire in adolescence. Furthermore, the re-signification of the “risk” as an initiatory rite with the lacking of mediation and community presence witnessing the “passage” to the adult phase, could push the teenager to put in danger his/her health and life. This behavior subtends a lacking of meaning for the personal project of adulthood. In this scenario, questioning the traditional models of prevention of youth unrest becomes an important pedagogical achievement. In order to develop a new intervention approach not based on the enemy to avoid, but on the desire to be “regenerated”, this article identifies the main directions for an education proposal based on the Pedagogical Problematicism paradigm.