Laços primordiais e experiência na infância contemporânea neoliberal

Abstract

Naming and Re(Knowledge) are, in a given space-time, necessary so that a Primordial Other can organize itself as such and, on the other side, the baby can locate itself in the face of its Primordial Other. This transmission is constituted as a transgenerational value of what touches us and makes us human beings, living beings endowed with speech. However, what seems to act in the field of new rationalities that cross contemporary childhood, in their ways of life and production, seem to mute the subject in constitution now displaced by a “knowledge” that would not correspond to the pattern of the instinctual circuit in the child. From the perspective of this work, this tack would take place in the articulation between the desire to know (K) and the subject of desire. From this, we seek to trace an investigation in the emotional field of a group of children aged 0 to 5 years in a school environment, carried out by reading the sequence of interactions - Esther Bick model - articulated to the contributions of the consistent theoretical axes raised by GNP, which resulted in the IRDI. In the midst of these emotional experiences, the lack of narrativity in these convivial spaces was revealed to us, as well as its correlate in the form of an overflow in acts, adjusting to a kind of desubstantialization of the experience. On the other hand, a Resistance function would knot in these fields, and for some children, fragments of experiences and what they insist on repeating towards the discovery of life, the Other and oneself.