Dificultades de aprendizaje desde el concepto de síntoma, un abordaje desde el psicoanálisis.

Abstract

The learning takes place based on the word and language, in which the Other, when registering, determines the uniqueness of the subject, which will later address a learning process. The learning problem is generated from causes established within the individual and family structure of the dysfunctional child, establishing itself in a general way, from the assumption of a subject with a normally constituted psychic apparatus. In the educational space, a symptom becomes a way to limit the enjoyment of the subject, producing a tie with the symbolic; In the learner, a word can give a name to the symptom, becoming a bodily representation, the symptom being jouissance and significant elements, in which the signifier is the one that surrounds and gives a meaning to the symptom. Therefore, the objective of this work was to consider learning difficulties from a psychoanalytic perspective from the concept of symptom, for a proposal to address these difficulties as a response to subjectivity. For this, the hermeneutical method was used for reading the texts and the clinical method for the analysis of the various interpretations of renowned psychoanalysts who have contributed in the field of the aforementioned research variable.