Resumo

ROSA, Maiandra Pavanello da; BRIDI, Fabiane Romano de Souza  e  BRIDI FILHO, César Augusto Nunes. Children in nstitution situation and the breakdown off affective links: repercussions for learning. Constr. psicopedag. [online]. 2022, vol.31, n.32, pp.52-66. ISSN 1415-6954.  https://doi.org/10.37388/CP2021/v31n32a08.

This article discusses the possible relationship between the institutionalization of children and adolescents with learning disabilities. Its main objective is to know the possible relations between the experience of institutionalization and learning difficulties, analyzing the factors that may interfere in the learning process of students who experience such an event. This is a bibliographical research with a qualitative approach, built from the theoretical framework that deals with the theme of institutionalization, disruption of affective bonds between children and their families and the effects of this separation, mainly related to learning. The analysis was based on articles published on the subject, based on the theoretical lenses of Bowlby (1984; 1990; 1997; 2002), Winnicott (1983; 1993; 1999; 2001) and Fernández (1991; 2001). From these authors, it is possible to understand the importance of children's first relationships with their caregivers for the establishment and maintenance of healthy and safe affective bonds, which are important for learning. As possible conclusions it could be understood that institutionalized children may have lower school performance than children who live with their families. Despite the relationships in this study, it is understood that the relation between institutionalization and learning difficulties cannot be settled as a rule nor to be settled as directly related. The conclusions lead to recognize a shortage of research regarding the relations between these aspects.

Palavras-chave : Housing; Learning disabilities; Affective Relationship; Bond.

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