O CUIDADO QUE CONSTRÓI: UMA ANÁLISE PSICANALÍTICA SOBRE O PAPEL DO EDUCADOR (A) DA EDUCAÇÃO INFANTIL NA CONSTITUIÇÃO DA SUBJETIVIDADE DA CRIANÇA

Abstract

This work aims to understand the role of the early childhood educator in the constitution of the child's subjectivity, in light of the fundamentals of psychoanalysis. The theme was chosen for its social and academic relevance in discussing the educational space as a field of psychic and relational formation. Given the growing recognition of early childhood education as a fundamental stage of human development, it becomes important to reflect on the symbolic function of the educator, which goes beyond formal teaching and is inscribed as a structuring presence in the emotional life of children. The research, of a theoretical nature, is based on authors such as Sigmund Freud (1856-1939), Donald Winnicott (1896-1971), and Jacques Lacan (1901-1981). From the contributions of these authors articulated with educational practice, it was possible to understand how psychoanalytic concepts can be applied to the daily life of early childhood education, highlighting the educator's role as a mediator of the child's first symbolic and affective experiences. Furthermore, the study proposed practical guidelines for educators, based on the Clinical Indicators of Risk for Child Development (IRDI) instrument, which allows for a sensitive reading of children's subjective manifestations and promotes listening and acceptance in the school context. It concludes that early childhood education constitutes a privileged space for subjectivation, in which the educator, by maintaining an ethical and sensitive presence, contributes significantly to the child's integral development and the construction of their subjectivity.