Therapeutic intervention in learning disorders in children

a phenomenological analysis

Abstract

This study aims to open a discussion about the possibility of dialogue between phenomenology and clinical practices of psychotherapeutic and psychopedagogical interventions with children diagnosed with learning disorders. To achieve this, the conception of the child as a complete being was used, based on Martin Heidegger's concepts. The idea of childhood as an age group linked to school time, conditions these individuals to an age categorization regarding teaching and learning expectations, and from that perspective, disorders are considered anything that deviates from the norm of this process. Phenomenology can serve as a foundation for professional practice, placing the learner as the protagonist of their own learning, in a subjective quest for meaning in what they learn. The discussion does not end in this essay, as there are still various conceptualizations from other authors that can contribute and further enhance its meaning.