Learning and Historization: Contributions of psychoanalytic theory to the understanding of learning difficulties in children who have experienced processes of institucionalization and adoption

Abstract

The aim of this article is to analyze learning difficulties based on the concept of historization proposed by psychoanalytic theory in the case of children who have lived through experiences of institutionalization and adoption. Through reviewing the case of a minor who grew up in the context of a children’s institution and was adopted by a family, it is proposed the integration of the subjective and historical aspects in the understanding and analysis of the learning difficulties, considering the fact that there are psychic aspects linked to the student’s historization process that organize their relationship with learning, which is why it is a relevant analysis element in the study and intervention in learning problems.