Abstract

WALD, Analía. Imaginative processes in children with learning problems. Psicol. rev. (Belo Horizonte) [online]. 2010, vol.16, n.3, pp. 437-447. ISSN 1677-1168.

This paper develops a psychoanalytic perspective of imaginative processes in order to enrich a clinical approach to children with learning problems. Taking off from conceptualizations of different authors, imaginative processes are defined as representative activities that involve tertiary processes to create novel meanings which transform and enrich cultural heritage and, at the same time promote the subjects’ psychic complexity. Symbolic productions (drawings, narratives, ways of reading, writing and school-learning) of children with learning problems are usually schematic and rigid, with either an evasive tendency or mere emptiness. In both cases the results are impoverished psychic fabric and increasing requirements of defensive mechanisms. The work of imaginative processes enables creative thinking and dynamizes psychic autonomy. The refinement of clinical strategies is aimed at being able to determine singular restrictive ways of imaginative processes in each case, and their possible transformations

Keywords : imaginative processes; learning; symbolization.

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