A educação infantil em meio das possibilidades vivenciais em saúde mental: um olhar psicanalítico

Abstract

Early childhood education encompasses various institutional, methodological, experiential and theoretical-practical possibilities throughout the executions in the face of current pedagogical proposals, based on global development as a specific interactive and sociocultural process, exposing the importance of symbolically structured settings in their linking lines. In this sense, the importance of dialogues on the formatting of care, reception and stimulation in front of preschool spaces and school institutions is observed, emphasizing that the panoramas of early childhood education encompass several dimensions inside and outside the links of the pedagogical matrix. Based on the statements above, the present study, through the psychoanalytic perspective, is structured as a discussion focused on the amplitudes of early childhood education from the interventional panoramas in mental health, outlining possible methodological constants of promotion and prevention in the face of the construction of the infant's psychic life. In summary, it is concluded that the psychoanalytic perspective brings with it formative, interpretative possibilities and methodological contributions necessary to mediate with the elaborative propositions between early childhood education and the constructions in mental health strategies, highlighting the importance of theoretical-practical dialogues between the objectives pedagogical and the valorization of the subject in its pulsional, unconscious and properly subjective lines.