The representation of a self in adolescence is constructed through a work of limits requiring an intersubjective dimension, notably in the encounter with a boundary-object. A clinical encounter with an adolescent whose treatment has a strong sensory-motor element enables us to gauge the role of body language and the act. The role of the educator as boundary object helps put in perspective the fundamental properties of this object.

Adolescence, 2020, 38, 1, 207-223.