Subjetividad e intersubjetividad en la escuela: de cómo se establecieron los prerrequisitos de la inteligencia y cómo Leandro ha libidinizado lo escolar / Subjectivity and intersubjectivity at the school: of how the pre-requisites of the intelligence were established and how Leandro has libidinized schooling

Las dificultades escolares son una problemática frecuente y actual. Con base en la propuesta de Silvia Bleichmar (2000) acerca de la inteligencia como modo de pautar relaciones y circular por el mundo, que no es un producto naturalmente determinado, y tampoco efecto directo de la oferta de los cuidadores, sino más bien algo metabólico, se presentan avances de una investigación. Objetivo: explorar las vinculaciones entre la manera en que se establecieron los prerrequisitos de la inteligencia, y la forma en que, niños remitidos a consulta psicológica por problemas de aprendizaje, libidinizan los objetos que presenta su entorno escolar. Es un estudio de casos múltiples (Creswell, 1998), que adapta el modelo de diagnóstico clínico-psicopedagógico (Schlemenson, 2001). Se presenta el caso de Leandro, paciente de 9 años que pese a sus capacidades cognoscitivas, vive con dificultad su relación con el conocimiento, su grupo de pares y su grupo familiar. Los resultados permiten reconocer una propuesta teórico-metodológica de gran valor para la comprensión de la constitución y puesta en marcha del niño en el entorno escolar (AU)

School difficulties are frequent and current problems. On the basis of the proposal of Silvia Bleichmar (2000) about intelligence as a way of setting out the rules for relationships and walking through the world, which is not determined by nature, and neither is it a direct effect of the caregivers offer, but something metabolic, the progress for a research is presented.Objective: explore the links between the way in which the prerequisites of intelligence were established and the way in which some children that were referred to psychological counseling because of learning difficulties libidinize objects that are present within their scholar environment. It is a study of multiple cases (Creswell, 1998), which adapts the clinic-psycho-pedagogical diagnose model (Schlemenson, 2001). Here is presented the case of Leandro, nine-year-old patient that in spite of his cognoscitive capabilities lives with difficulty his relationship with knowledge, his peers and his family group. The results let us recognize a theoretical-methodological proposal of high value for the comprehension of the constitution and start up of the child in the scholar environment (AU)