O simbolismo da criança e a criança como símbolo : abandonos e sopros de vida na emergência de educar-se na Copame.

Abstract

With this research, I had the goal to understand how babies and little children symbolize the dynamics of abandonment in the relationship with their caregivers. Through Ethnography and Phenomenology, I realized a thick description of the events and the context, based on the thought of Carl Gustav Jung and post-Jungian authors. The complex relationship between Education and Psychology helped me to think on the teacher as the one who has to deal with itself first, before understanding children. I inspired me in the idea that we are always looking to do something, through a dialogue between consciousness and unconsciousness and of the Ego-Self axis‟ development. In this dialog arises the symbol, which is considered something full of meaning and the anticipation of a nascent state of consciousness. However, the understanding of this occurs when the individual meets its structured Ego, that is, understands it depends on the will. Thus, although the child is still in the Ego structuring process, it is possible to observe the creator impulses or life blows, which are early present and manifest themselves through the symbolic emergencies that child experiences here and now. The research took place in the Pro-Support Community Association of Minor (COPAME), which is an institution that works under shelter´s regime in the city of Santa Cruz do Sul (RS), and was attended by five caregivers and three children, who were between 17 and 35 months. The writing was divided in two stages: one deals with the interaction of the researcher with the caregivers, where both report about their lives, making relation with the archetypal child and COPAME. The other one is a result of the researcher's interaction with the children, in which was possible to make clear some symbolical emergencies that they showed through repetitive events, such as: butterfly, airplane, bicycle, castle, the house, the book, etc. Thus, it was possible to indicate, simultaneously, processes of abandonment and life blows experienced by the children, which later may understand in depth its meaning. Furthermore, the researcher made a reflection of his autobiography, comparing it with the symbolization of children, noting that there are similarities in both. This let her to conclude that is necessary a symbolic perception of the educator in COPAME, in order to facilitate children‟ self-organizing process, from a responsible conduct of the educator towards himself.