This article aims to demonstrate how the ontoepistemic and existential approach of Logotherapy can offer interdisciplinary support for individuals with fibromyalgia in educational contexts.
Fibromyalgia, characterized by chronic and non-organic pain, significantly impacts quality of life,
posing challenges for educational inclusion. Through an ontoepistemic and existential approach,
the study proposes inclusive pedagogical practices that value subjectivity, promote learning and
meet the needs of people with fibromyalgia. The results show that Viktor Frankl’s contribution to
education offers elements for a practice that emphasizes existential transformations in the school
environment. Future studies can explore Frankl’s pedagogical methodologies and analyze the impacts of these practices on students’ quality of life. In addition, interdisciplinary research integrating
Psychology, Pedagogy and Medicine can offer new perspectives on educational strategies that favor
the resignification of pain and the academic engagement of these individuals.