She is necessary to understand them from an approach multidimensional, that amalgamates organic factors, cognitivos, affective, social and pedagogical, perceived inside of the social joints. As much as possible, the analysis, the actions on the learning problems must be inserted in ampler movement of fight for the transformation of the society. For VISCA (1987), the learning difficulties are symptoms that elapse of obstacles that appear the same at historical moment where the learning is occurring that, in turn, they result of all the history lived for the apprentice, in its affective, cognitivas dimensions, social, organic and functional. As this vision to be with difficulty to learn, means to be ahead of an obstacle that to be able to have a cultural, cognitivo, affective character or functionary and not to obtain to give continuity to the learning for not possessing tools, or not being able to use them, to transpose the obstacle. An existence of the obstacle nor always characterizes a patologizante difficulty, this goes to depend on the form as this obstacle goes to be faced by the citizen, its interlocutors and the community in general. The presence of an obstacle in the learning process does not indicate the existence of permanent difficulty, but, yes, the form that the citizen found of auto-regular its projects of learning. In this direction, the search of the overcoming of these obstacles must happen not as a cure proposal, but as a meeting for the magnifying of resources to be used in this movement of auto-regulation and balance search. For example: a child can perfectly after live deeply the separation of the parents, to present a low pertaining to school income, however this does not mean that it will have ahead of this moment in always difficulty in the learning, after passed the period of readjustment of lives deeply, everything will have to come back to the normal one.