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Faced with the spread of new “dys” diagnostics in schools, this article attempts to trace the relation between school, psychiatry and childhood (according to Ariès, Foucault, Canguilhem), eliciting another form of pedagogy, one capable of interpreting the child’s individual manifestations as a subjective response; capable also of claiming a position, creation and play as indispensable for the awakening of the desire to learn and sustaining the pleasure of teaching. Lastly we will see how Duras’ Ernesto learned to read.