After situating in the debate on the possibilities of dialogue between psychoanalytic theory and education, this article presents the main assumptions of Institutional Pedagogy (PI), which was created by Fernand Oury as a pedagogy that adopts the notion of conflict, understood as the result of tension between desire and law in schools. Examining a successful experience of educational intervention to cope with conflicts and violence in a Brazilian public school with the institutions developed by PI, the paper highlights the importance of that pedagogy as a demonstration of the possibility of interlocution between psychoanalytic theory and pedagogy, particularly useful to guide school practices aimed to deal efficiently with relational conflicts at school.