Caracterización del nivel de desarrollo de la función simbólica en niños preescolares / Characterization of development level of the symbolic function in preschool children

Resumen El objetivo de este estudio es caracterizar el nivel de adquisición de la función simbólica en niños preescolares colombianos. Participaron 39 niños a quienes se les aplicó el protocolo de evaluación psicológica cualitativa que permite caracterizar la adquisición de la función simbólica en los niveles materializado, perceptivo y verbal; basado en el concepto de la zona del desarrollo próximo lo cual implica la participación activa del niño, y diversas formas de ayuda por parte del evaluador. Los resultados señalan un bajo nivel de desarrollo de la función simbólica al final de la edad preescolar; además posibilitan conocer cómo el niño preescolar realiza tareas simbólicas a partir de apoyos verbales del adulto. Se discute la importancia del espacio de colaboración entre el adulto y los niños en el que se usa el lenguaje como medio de apoyo para la ejecución de acciones simbólicas y para la creación independiente de diversas formas de representación materializada, perceptiva y verbal.

Abstract The aim of this study is to characterize the acquisition level of the symbolic function in Colombian preschool children in the city of Bogotá. The study involved 39 children. Children were assessed by a protocol of qualitative psychological evaluation to characterize the acquisition of the symbolic function in materialized, perceptual and verbal levels. The protocol is based on the zone of proximal development concept, which involves the active participation of children and the use of various forms of assistance from the evaluator. The results of the protocol evaluation indicate a low development level of the symbolic function at the end of preschool age. The findings of this study are useful in both education and psychology fields, as it possible to know how the preschool child performs symbolic tasks from the adult's verbal support. The importance of cooperation space between adult and children in which language is used as a means of support for the implementation of symbolic actions and for independent creation of various forms of materialized, perceptual, and verbal representation is discussed.

Anima-animus e o desafio do encontro / Anima-animus and the challenge of the encounter

A proposição do texto é pensar as emergências anímicas (anima e animus) como estruturas arquetípicas presentes tanto no homem quanto na mulher. Ambas se manifestam no homem e na mulher como complexos estruturantes. Ao se manifestarem apresentam características próprias definidas como dedicação exclusiva lealdade-fidelidade, transcedência do dever pelo ser e coniunctio com o si mesmo. A coniunctio com o si mesmo representa condição intrínseca do processo de individuação e se expressa pela geração do novo anthropos; a integração das insuportabilidades. O texto também trata da natureza dos talentos e a responsabilidade sobre o que fazemos com eles, da importância da função simbólica e do exercício do herói anônimo.

This paper discusses the anima-animus emergences as archetypical structures present in both men and women. They emerge as structuring complexes. By doing so they have their own characteristics such as exclusive dedication to loyalty-fidelity, transcendence from duty to being and coniunctio with oneself. The coniunctio with oneself represents the intrinsic condition in the process of becoming an individual and expresses itself by creating the new anthropos. The text also discusses the nature of the talents and the responsibility for what we do with them, the importance of symbolic function and the exercise of the anonymous hero.

Psicanálise e literatura / Psicoanálisis y literatura / Psychoanalysis and literature

Enquanto construía as bases do vasto tecido simbólico que designou psicanálise, Freud muitas vezes salientou o apreço que sentia pelos artistas e por seus insights intuitivos a respeito do funcionamento psíquico. Isto sentou as bases para que, ao longo do tempo, tenha se estabelecido, entre a psicanálise e a literatura, aquilo que Maria Helena Martins designou como um processo de iluminação mútua na construção de significados para o que nos cerca...

While constructing the foundations for the monumental symbolic fabric which he denominated psychoanalysis, often times Freud underscored the fondness he felt for artists and their intuitive insights on psychic functioning. That settled the foundations for the growth through time, between psychoanalysis and literature, of mutual illumination in the construction of meaning for our surroundings – in the words of Maria Helena Martins...

Mientras construía las bases del vasto tejido simbólico que designó como psicoanálisis, Freud muchas veces subrayó el aprecio que sentía por los artistas y por sus insights intuitivos respecto al funcionamiento psíquico. Eso asentó las bases para que, a lo largo del tiempo, se haya establecido, entre el psicoanálisis y la literatura, lo que Maria Helena Martins designó como un proceso de iluminación mutua en la construcción de significados para lo que nos cerca...

Valoración del nivel de desarrollo simbólico en la edad preescolar / Assessment of the level of symbolic development in preschool age

La edad preescolar constituye una de las etapas más importantes en el desarrollo psicológico del niño. En esta edad surgen las formaciones psicológicas nuevas como habilidades psicológicas de preparación del niño para su ingreso a la escuela, las cuales inducen al niño a experimentar cambios en su desarrollo cognitivo y en su personalidad. La función simbólica, neoformación esencial en esta edad, se refiere a la capacidad del niño para representar objetos ausentes a través del uso de símbolos y signos, de acuerdo a su edad psicológica y medio sociocultural. El desarrollo de la funciónsimbólica contribuye, a su vez, al desarrollo de otras funciones psicológicas como la actividad verbal, la lectura, la escritura, el desarrollo del pensamiento conceptual y matemático elemental, indispensables para la actividad escolar. El objetivo de este estudio es describir las características del nivel de desarrollo de la función simbólica en niños de edad preescolar. Participaron 59 niños que cursaban el tercer grado de preescolar en una institución suburbana, a todos ellos se les aplicó el protocolo de evaluación de la función simbólica, instrumento conformado sobre la propuesta histórico-cultural del desarrollo psicológico infantil. Los resultados de la evaluación psicológica revelan desarrollo insuficiente de la función simbólica en los niños, situación que puede repercutir en su desarrollo psicológico, intelectual y en su éxito escolar.

The preschool age is one of the most important stages in psychological development of a child. In this age, new psychological skills arise in order to master children to start school formation; these abilities lead to cognitive and personal traits changes. The Symbolic function, essential at this age,refers to children's ability to represent absent objects through the use of symbols and signs according to their psychological age and sociocultural environment. The development of the symbolic function, also contributes to facilitate other psychological functions indispensable for school performance, such as verbal activity, reading, writing, as well as elemental acquisition of conceptual and mathematical thinking. The goal of this article is to describe the characteristics of the symbolic function development level in preschoolers. In the present study, 59 third grade students from a suburban preschool in Mexico participated. All of them were tested by the assessment protocol of symbolic function, the proposed instrument focused on historical-cultural child psychological development. The findings presented low development level of the symbolic function in children, a situation that may impact on their psychological, intellectual and school success.

A emergência da noção de comportamento simbólico em neuropsicopatologia / The emergence of the notion of symbolic behavior in neuropsychopathology

Neste artigo, apresentamos a noção de comportamento simbólico conforme estudos em neuropsicopatologia das primeiras décadas do século passado realizados, particularmente, no seio de investigações sobre as afasias. Tomamos como eixo condutor a presença da noção em questão na primeira obra de Merleau-Ponty, "A estrutura do comportamento". Com base nas pesquisas de Gelb e Goldstein, o filósofo apropria-se da semântica do símbolo e caracteriza a corporalidade humana a partir da sua capacidade de ultrapassar o caráter imediato das situações vividas. Mostramos, ainda, que a circunscrição do comportamento simbólico esteve condicionada a mudanças teórico-metodológicas que tornaram possível a passagem de concepções localizacionistas a atitudes globalistas diante dos eventos patológicos de origem cerebral.

In this article, we present the notion of symbolic behavior in accordance with neuropsychopathology research from the first decades of the past century, carried out particularly in the context of aphasia research. The guiding axis was the presence of this notion in the first work by Merleau-Ponty, "The structure of behavior". Based on research by Gelb and Goldstein, the philosopher takes ownership of the semantics of the symbolic and characterizes human corporality based on its capacity to move beyond the immediate nature of the experienced situations. We also show that the circumscription of symbolic behavior was conditioned by theoretical-methodological changes that permitted the passage from localizationist conceptions to globalist attitudes in view of pathological events of cerebral origin.

Aproximaciones lingüísticas a la afasiología en torno a la repetición / Neurolinguistic approaches about aphasia

Las afasias son una patología del lenguaje y éste es un sistema de mediación cultural lógica, situado netamente por encima de lo meramente natural. Arranca de la función simbólica, que establece la distinción y el nexo entre significante y significado. Se establece, a grandes rasgos, una clasificación neurolingüística de las afasias, rechazando las expresiones inadecuadas de sensitiva o sensorial y motora. Se insiste particularmente aquí sobre la cuestión de la "repetición" en la semiología afásica, tanto en lo que se refiere a su pérdida como a su "exaltación". Ello conduce a una revisión de la mal llamada afasia "de conducción" y del "transcorticalismo".

Aphasias are language pathologies, therefore the acquaintance of its structure is required for proper understanding. Language is a cultural interaction system, logical, set much above common natural. It separates the symbolic function, which establishes the distinction between significant and signification. We establish a neurolinguistic classification of aphasias, refuting improper expressions. We broach the wrongly called "conduction aphasia". We detach the unit of speech act and we distinguish the existence of a joint project that sheds light on all sentences brought forth. The complex texture of the "transcorticalism" qualify is analyzed. Aphasia field and some forms of its unfolding are questions aborded under the light of basic neurolinguistic concepts. We detach the unit of speech act and we distinguish the existence of a common project that sheds light on all sentences brought forth.

Los niños maltratados de Caracas: una aproximación psicoanalítica / Abused children in Caracas: a psychoanalytic approach

El presente trabajo constituye una investigación sobre el maltrato infantil realizado sobre una muestra de niños maltratados en el área metropolitana de Caracas, por el equipo de psicoanalistas de Agalma, Centro de Investigación y Análisis en Psicoanálisis, tomando en cuenta el maltrato físico cuando éste es realizado por los padres o familiares. La investigación se realiza alrededor de la función simbólica del nombre-del-padre, mediante el establecimiento de 9 categor¡as: función paterna, valorización de la figura parental, ubicación del niño en el deseo de los padres, subjetivación del maltrato, límite al maltrato, pregunta por la diferencia de los sexos, ubicación en la estructura de parentesco, separación de la díada madre-niño y capacidad para hacerse preguntas. El estudio muestra cómo esta función simbólica ha pasado a ser representada por la violencia expresada en el maltrato sobre los niños.

This article is a compendium of the results of a research regarding physical abused children and their families in the Caracas metropolitan area, lead by AGALMA, Center for Psychoanalytic Research and Analysis, psychoanalytic research team. This research has only taken into account the parents’ and other family members’ physical abuse of the children. The sample of this research reveals the existing causality relationship between child abuse and a disturbance of the symbolic function of the Name-of-the-Father within the structure of the family group. Nine conclusions or categories were established related to the research criteria: parental function, appraisement of the parental figure, the child’s position in the parents’ desire, abuse subjectivation, abuse restrain, questions asked related to sex or gender differences, position in the cognation structure, mother-child dyadic relationship separation, capacity for asking oneself questions. This research shows how the symbolic function of the Name-of-the-Father has, in some cases, been represented by the violence expressed in physical abuse on children.