Las dificultades en el aprendizaje como síntoma de la adolescencia.

Abstract

In every culture there is a discomfort because of language, the signifier. In this sense, learning is presented as a paradox, it needs a vanishing point, of incompleteness, of mystery. The aim of this study was to understand learning difficulties as a symptom of adolescence, through the theoretical articulation of psychoanalytic theory and through the study of one of the characters of Wedekind’s drama “Spring Awakening” A qualitative documentary study was carried out with a descriptive scope and consisted of two methodological theoretic approaches: first, a literature review was conducted of the modular psychoanalytic concepts of the subject’s categories - learning difficulties, symptoms, puberty and adolescence; the second consisted of the interpretation of one of the characters from the play. This study allows us to interpret adolescent learning difficulties from two perspectives: the first refers to learning as integral to the subject, it is by itself a difficulty, in the sense of the lack of structural meaning, whereas the subject is a speaking being, a symptom. The second refers to learning difficulties as symptomatic forms or responses to the subject's encounter with known unknowns; in the case of puberty, the encounter with sexuality