This paper presents a survey that aimed to detect the main learning difficulties presented by children and adolescents who received care in a psycho-pedagogical support service of g to a university in Rio Grande do Sul, between 2011 and 2012. The theoretical framework takes into account authors of Pedagogy, Psychology, Educational Psychology and Inclusive Education. Data collected from medical records of 28 children were analyzed using Content Analysis. The results show a high rate of affective and emotional difficulties of these children. The findings demonstrate the importance of understanding the role of emotional processes in the development of learning disabilities. In addition, it is necessary to reflect on teacher education that problematizes this issues. Education should not be limited to the ownership of a technical instrumental that offers a recipe for efficiency. The development of an appropriate education for children with emotional difficulties necessarily requires a teaching practice that reflects on the teacher-student-family-school relationships, investing in building a dialogue that respects the coexistence between the sides, characterized by listening the other, discovering their desires, understanding and respecting the student as a person who brings/carries their own history with their difficulties. But they should always be seen as a subject endowed with potentialities.
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