Aportes de la teoría psicoanalítica al autismo en el marco institucional: la práctica entre varios como dispositivo de intervención en una escuela especializada pública de la ciudad de Cuenca.

Abstract

This research analyzes the contributions of psychoanalytic theory to the approach to autism within the public institutional framework of the Ecuadorian educational system. It stems from a fundamental contradiction in the public sector: the diagnosis of Autism Spectrum Disorder guarantees legal access to rights, support services, and curricular accommodations: however, it also introduces a classificatory bias that tends to standardize interventions and blur what makes each student singular. In response to this tension, this study adopts a qualitative design with an exploratory scope, guided by hermeneutics and by psychoanalytically oriented textual analysis of theoretical, clinical, and legal sources. The analysis contrasts institutional assessment guidelines such as the DSM-5 and the ICD-11 with the psychoanalytic notion of the subject, and proposes the “practice among several” as an institutional strategy to safeguard singularity. Finally, it concludes that the key contribution of psychoanalysis is to restore the subjective dimension beyond the bureaucratic procedure of diagnosis, positioning the practice among several as a viable ethical alternative within the public sphere.