Analogies and metaphors as a psychopedagogical intervention for adolescents with learning difficulties

Abstract

Adolescence involves the passage from childhood to adulthood, a trajectory marked by the acquisition of new cognitive capacities capable of providing students who are in this phase with a broader, abstract, and more conscious view of the world around them. Faced with this transition experienced in adolescence, many students begin to present emotional, cognitive or social problems, which end up triggering learning difficulties. In addition to the factors mentioned, there are also obstacles to be overcome by some students so that learning is not impaired, such as dysfunctions in the Central Nervous System, such as dyslexia and dyscalculia, or some disability, such as visual, auditory or motor. In this context, it is up to the psychopedagogue to choose the best form of intervention in order to resume impaired learning. There are many tools to be used, and the correct use of analogies and metaphors as a way to provide or reestablish learning deserves to be highlighted. This resource facilitates the assimilation of new knowledge from at least two distinct concepts, one being the domain of the learner (family) and the other that one wants to know. This strategy can be used in the most diverse situations of our daily lives, such as expressing feelings, thoughts and explanatory resources.