Psycho-educational evaluation and psychoanalysis: winnicottian contributions in a possible intersection ; Evaluación psicoeducativa y psicoanálisis: contribuciones winnicottianas en una posible intersección ; Avaliação psicoeducacional e psicanálise: contribuições winnicottianas em uma intersecção possível

School difficulties are present in the school environment and, increasingly, are part of the routine of psychology school services, especially with regard to the demand for the psychological assessment process. This investigation aims to present a case study that involves psychological assessment resulting from a referral for suspected learning difficulties and to propose reflections based on Winnicottian psychoanalysis on emotional issues in childhood. The case in question, of a nine-year-old child enrolled in public elementary education, reveals that school difficulties could not be explained entirely by cognitive aspects. Therefore, Winnicott's contributions show the need for a social bond established between family and school, in addition to a look at the emotional aspects present throughout the child's maturation. It is concluded, from the above, that the evaluation must consider the specificities inherent to each individual and make use of the theoretical framework of psychology, aligned with psychoeducational demands, seeking a differential diagnosis that helps in referrals consistent with the reality that presents itself. ; Las dificultades escolares están presentes en el entorno escolar y, cada vez más, forman parte de la rutina de los servicios escolares de psicología, especialmente en lo que respecta a la demanda del proceso de evaluación psicológica. Esta investigación tiene como objetivo presentar un estudio de caso que involucra la evaluación psicológica resultante de una derivación por sospechas de dificultades de aprendizaje y proponer reflexiones basadas en el psicoanálisis winnicottiano sobre los problemas emocionales en la infancia. El caso en cuestión, de un niño de nueve años matriculado en la educación primaria pública, revela que las dificultades escolares no pueden explicarse íntegramente por aspectos cognitivos. Por tanto, los aportes de Winnicott muestran la necesidad de establecer un vínculo social entre la familia y la escuela, además de una mirada a los aspectos emocionales presentes ...