Publication: El proceso simbólico y la construcción del sujeto, a partir de la relación adulto-niño. Desarrollo como revolución
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2017-06-13
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Universidad Complutense de Madrid
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Abstract
El objeto de esta tesis doctoral es mostrar cómo se produce y evoluciona la función simbólica del niño desde los inicios de su desarrollo, analizando sus avatares, así como el papel crucial de los adultos significativos para que dicho proceso simbólico se desencadene. El interés por el proceso simbólico, su formación desde las más tempranas edades de la vida y sus vicisitudes, viene dado por mi trabajo como psicóloga en el ámbito escolar, centrado en buena medida en los alumnos con problemas diversos que afectan a su desarrollo y aprendizaje dentro de la escuela ordinaria. A través de tantos años detectando estos problemas, evaluándolos y proponiendo a padres y profesores pautas a seguir, he podido contactar con una gran diversidad de situaciones, la mayoría de las cuales afectan al proceso simbólico, en algunos casos a los procesos iniciales del mismo, y en otras a los procesos relacionados con el desarrollo cognitivo y el propio proceso de aprendizaje. Establecí desde un principio dos ideas como punto de partida: Una de las ideas que me ha parecido esclarecedora para abordar y profundizar desde la teoría estos aspectos, es el concepto que tiene el autor ruso L. Vigotsky sobre el desarrollo humano, que se produce por REVOLUCIÓN y no tanto por evolución. Asimismo este autor afirma que los procesos psicológicos superiores se desencadenan a través de la relación niño- adulto. La otra idea se encuentra en las teorías del Psicoanálisis en general y de Freud en particular, que contemplan el acceso a la función simbólica como pilar en la formación del sujeto. Dicho acceso no viene dado sólo por evolución, ni por un proceso de maduración automático, sino que más bien se construye cuando se dan las condiciones adecuadas. Estas condiciones devienen fundamentalmente de la relación con los adultos que le constituyen como sujeto, a partir de ser objeto de amor de los padres...
The purpose of this doctoral work is to show the origin and the evolution of the symbolic function in the child, from the beginning of the development. Also, the research analyses what is the function of the parents and other adults in this process. This subject is very important to me, because I work as a psychologist in an elementary school, with children with special needs. The problems of the development in their symbolic process take part in their learning and in their cognitive development. That is the reason that moved me to make this research. I found inspiration in of Lev Vigotsky’s concept of “Development like Revolution”. He said that the development happens not only because of evolution, but also as a revolution. I try to show how this concept has connection with some ideas about the human subjectivity that the Psychoanalysis has. The concept of development like revolution, the role of the attachment in the construction of the mind, give to teachers an important role in the development of the symbolic process, and can help the children to get them. I have taken two students at the school in which I have worked for many years as case studies. The hypotheses of my work are connected with these concepts and try to show them, through different theories from Psychoanalysis to Cognitive Theories, and of course the Development Theories with authors like Vigotsky and Piaget, and other authors from the Cultural Psychology background, like Bruner...
The purpose of this doctoral work is to show the origin and the evolution of the symbolic function in the child, from the beginning of the development. Also, the research analyses what is the function of the parents and other adults in this process. This subject is very important to me, because I work as a psychologist in an elementary school, with children with special needs. The problems of the development in their symbolic process take part in their learning and in their cognitive development. That is the reason that moved me to make this research. I found inspiration in of Lev Vigotsky’s concept of “Development like Revolution”. He said that the development happens not only because of evolution, but also as a revolution. I try to show how this concept has connection with some ideas about the human subjectivity that the Psychoanalysis has. The concept of development like revolution, the role of the attachment in the construction of the mind, give to teachers an important role in the development of the symbolic process, and can help the children to get them. I have taken two students at the school in which I have worked for many years as case studies. The hypotheses of my work are connected with these concepts and try to show them, through different theories from Psychoanalysis to Cognitive Theories, and of course the Development Theories with authors like Vigotsky and Piaget, and other authors from the Cultural Psychology background, like Bruner...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filosofía, Departamento de Teoría del Conocimiento, Estética e Historia del Pensamiento, leída el 02/02/2016