O lugar do brincar dos bêbes, uma reflexão da psicanálise à educação.

Abstract

The present dissertation takes an exploratory approach to examine play among babies from the overlapping between different fields of knowledge in order to assert the need of a close relationship between adults and babies in collective learning environments. Psychoanalysis and education are addressed to discuss the widespread disregard for the play of babies and its autonomous action in the modern consumer society. The present study is based on the knowledge of psychoanalysis on the mother-infant relationship described by Donald Winnicott, pointing to both the psychoanalytic misconception to focus on the toy rather than the playing child and the educational misconception that we should teach children to play. Psychoanalysis and education are both overlooking the potential ability of ludic interaction of babies when they show us the creative force that can emerge from the cultural experience of playing. This ability is further overlooked in a consumer society due to divergent stands between young children and adults. The latter disregard the play as a space of illusion, an intermediary or potential space that is the place of playing of the child, and thus disregard the complexity of its making. Philosophy has helped us reclaim this space for game by broadening our view of the sensitive processes of learning to decipher and interpret what we experience and enabling us to understand the experience of playing as the space where the creative power develops, a cultural space that can be also a point of convergence between adults and children in education.