Unaccompanied minors are young people under the age of 18 travelling without a referring adult. In theory, French legislation grants minors the protection of the ASE (Aide sociale à l'Enfance) and schooling, but in practice the DDAEOMIE (Dispositif Départemental, d'Accueil, d'Évaluation et d'Orientation des Mineurs Isolés) does not recognise 80% of young people as minors in the Toulouse context. They must then appeal to the judge who grants them minority status for 80% of them. This decision allows them to be taken care of by the state. During this time, schooling becomes very difficult. These UAMs benefit from the support of a Toulouse collective that offers help with accommodation, food, legal aid and courses. This time, which may be more or less long, affects their lives, their choices and the meaning that migration can have for each of them (Etiemble and Zanna, 2013).

We are interested in the schooling of unaccompanied minors on French territory and consider this question from a psychoanalytical perspective. We ask ourselves how the ordeal of migration impacts the report to knowledge (Beillerot et al., 1989, 2000; Blanchard-Laville et al., 1996) and to school (Bautier, Charlot & Rochex, 2000; Bautier & Rochex, 1996; Charlot, 1997) through a universal matrix constitutes by three properties: the Real, the Imaginary and Symbolic and how they tie in (Lacan, 1974).

Lacan starts from the Freudian hypothesis of the unconscious (Freud, 1920) and proposes a new Real Symbolic Imaginary topology (Lacan, 1974). In this theory of the subject, the psyche is organised into three registers. The register of the Imaginary is concerned with images and identifications; that of the Symbolic is concerned with language and the Law; and finally that of the Real is concerned with what cannot be written down, with what is beyond words and on which the subject stumbles. These three registers are knotted together: they hold each other and share a hole, a lack that the object (a) can fill by phantasm (Lacan, 1966a), that is the excess of jouissance

We use the case of a young unaccompanied minor and observe how the RSI knotting has been transformed through this migration. What links do the Real, Symbolic and Imaginary have between them?  How the arrival on French territory with the specific conditions of reception, can impact a migrant under the angle of his psyche, i. e. how it led the internal dynamics of his psyche to transform and hold another knotting.

We rely on the observation of a case, that of Felipe, a young Guinean migrant unaccompanied minor who arrived in France, in his report to knowledge and school within his migration.

This study does not aim to produce a generality, but allows an account to be taken of the universality at work, i.e. how the psyche is impacted by the ordeal (Buznic-Bourgeacq & Ponnou, 2020) of migration, how the report to knowledge and to school moves and is reorganised in the psyche considered in its RSI structure.

This psychoanalytical reading in the context of social issues is a way of understanding how a group characterised by its migrant quality is led to reinvent itself. We think here of the group not in its internal dynamics but as a common point of various individuals in a social context and we link here our psychoanalytical reading to its sociological dimension. In this sense we refer to Castoriadis (1975) to better understand how the singular and the social are constituted together.

We rely on a theory of the subject based on the hypothesis of the Freudian unconscious (Freud, 1920) and consider the subject as singular, divided (Lacan, 1966b) and subjugated. This angle allows us to observe phenomena related to teaching and learning ( Terrisse & Carnus, 2001 ; Carnus & Terrisse, 2013). Nous proposons un cas qui présente la dynamique psychique d’un sujet, ici celui d’un migrant Félipe rencontré dans le cadre du collectif dans lequel nous chercheures avons œuvré en termes de scolarisation. We conducted two semi-structured interviews at two different points in Félipe's life: one after his arrival, when he was taken in and cared for by the collective, and the other once he was recognised as a minor and taken in by the state. These semi-directive interviews seek to collect information about our research object: about school, knowledge, learning, which form the basis of our questions. But we let the subject's words unfold as much as possible, words that carry the truth, the subject's words. By observing the breaks in rational logic, free associations, slips of the tongue... we seek to follow the subject's thread and then organise the case ( Passeron & Revel, 2005 ; Terrisse, 2013). We built the case around the ordeal of migration considered as an encounter with the Real in order to grasp how this time of the ordeal was able to change what we had identified as the RSI knotting before the ordeal and how a new knotting was organised.

Through the case of Felipe, we can see how the desire for a rich, democratic, philosophical France could be a driving force for this young person's migration. These aspects of the Symbolic and the Imaginary created a desire, an expectation that partly triggered the migration as an ordeal of Real. This painful and unspeakable stumbling block disorganised the Imaginary and the Symbolic in Felipe. The reception in France, the street living, the interrogations of the DDAEOMIE, all these aspects of the Real, seemed to have shaped the Symbolic and the Imaginary differently in him. In this sense, it seems to us that the three registers are well linked and have a mutual impact. The imbalance caused by the ordeal of the Real provokes a certain reorganisation of RSI. We also emphasise that this psychic reorganisation linked to migration is coupled with a reorganisation linked to adolescence. In this sense, the genital drive dimension can also be an element that sheds light on the decision to migrate. These proposals of understanding do not seek to hide economic and historical reasons, quite the contrary. Anchoring in postcolonial history is intertwined with psychic life and a migrant follows a singular path of migration in this history (Castoriadis, 1975). In this sense, the identification of the Imaginary that Félipe, a young migrant of school age, shows perhaps something about the more subterranean and general currents irrigating the human psyche.

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