A dimensão do ideal nas dificuldades de aprendizagem

Abstract

This dissertation aims at investigating learning difficulties at the intersection of Psychoanalysis and Education. We begin with the following question: “Learning difficulties pictures: the Other does not knowledge or knowledge too much”? To deal with this question we will begin with the logical verification for Lacan’s suggestion (1967) about the segregation of the real order comprised by Ideal dimension. With this approach, we aim at advancing in this segregation notion introduced by the Ideal. Subsequently, we will be concerned with the conversation between psychoanalysis and Piaget’s theory about learning, discussing child’s egocentrism claimed by this researcher. After, we will also be concerned with the conversation with a critical approach of educational public policies denounces a strong Ideal dimension in the core of these policies. Such a conversation will take place in the sense of verifying whether this reading and psychoanalytical one are the same, advancing a bit more, in this theme. The following step will be the learning difficulties detailed investigation from the neurotic inhibition approach from which the learning inhibition takes part, on the lights from Shakespeare’s Hamlet, where we can find the Hamlet’s inhibition closely related to an Other that kowledges too much. We will be concerned with the excessively idealized dimension hypothesis in the core of the learning difficulties pictures. Dimension which comprises an idealized knowledge that prevents the act of learning. It is justly this hypothesis which will be investigated.