| Sumario: | The article discusses issues related to trauma and learning in psychoanalysis. According to the author, learning and trauma work as deferred action, sliding between external and internal events, eluding yet marking both. The qualities of trauma and the qualities of learning converge. If trauma is the incapacity to respond adequately to a traumatic perception, a central question that trauma studies poses to pedagogy is how one can think about perceiving, receiving, and reconciling knowledge in teaching and learning. Significant learning entails a dual action, new knowledge becomes entangled in the force of old phantasies of learning events, rendering both as a problem of transference and so of interpretation. Simply put, learning is not the other side of trauma, but trauma's constitutive and belated character.
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