Resumo

IBIAPINA, Roxanne Pucci de Mesquita; LEITE, João Marcos de Araújo  e  MELO, Anna Karynne. Being an Adolescent with a Learning Disorder: A Look at Merleau-Ponty's Phenomenology. Rev. Subj. [online]. 2021, vol.21, n.spe, pp. 1-9. ISSN 2359-0769.  http://dx.doi.org/10.5020/23590777.rs.v21iesp1.e9376.

Adolescence is considered a phase of discovery, marked by numerous changes, and literature presents it as a passage from childhood to adulthood. Adolescents with learning disorders experience this phase with fears and anxieties due to the limits imposed by the learning disorder. This study aimed to understand the experience of being an adolescent diagnosed with a learning disorder from the perspective of Merleau-Ponty's phenomenology. This study used the critical phenomenological method to access the lived experience of adolescents from 11 to 17 years old who participate in psychopedagogy groups in an integrated care center located in Fortaleza. We listed five categories based on the adolescents' statements: the adolescent's relationship with the disorder and its limitations; the adolescent's relationship with their social environment; the adolescent's difficulty in dealing with their adolescence process; the teenager's feelings about their difference; and the relationship of adolescents with the demands of everyday life. It was understood that the experience of being an adolescent with the learning disorder is permeated by suffering since there are different meanings attributed to it, such as shame and the feeling of worthlessness. Adolescents are considered to be in a context in which they are deprived of and exempt from responsibility for their own experience, which is always considered from a foreign discourse due to an exacerbated infantilization that is often attributed to this disorder by parents and caregivers.

Palavras-chave : adolescents; learning disorder; phenomenology; lived world.

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