Resumo

CAMPOS, Daniela de Lima; LEGNANI, Viviane Neves; ALMEIDA, Sandra Francesca Conte de  e  SANTOS, Amanda Cabral dos. Possible contributions of psychoanalysis to early education: The Clinical Risk Indicators for Child Development (IRDI) Protocol. Estilos clin. [online]. 2020, vol.25, n.2, pp.233-245. ISSN 1415-7128.  https://doi.org/10.11606/issn.1981-1624.v25i2p233-245.

The article presents a psychoanalytic research about educational/therapeutic attendance, carried out at early Education, a specialized educational service offered by the Federal District Department of Education - Brazil, to children from 0 to 3 years and 11 months of age with neuropsychomotor developmental delay. In this study two children with Down syndrome were observed. The IRDI protocol or clinical indicators of risk for child development were applied and the mothers of the babies were interviewed. The purpose of this study is point out that Educational interventions can also reproduce with parents the knowledge of specialists from the discourse of science, which, in many circumstances, not only nullifies parental knowledge, but also eclipses the child's subject position. The study highlights that psychoanalysis can present itself as a relevant conceptual support for professionals who work in early education, because it calls them to the attitude of openness to listening, speech and observations of mother-child interactions in order to locate the place, the position that the child occupies in the maternal and family dynamics, taking into account the singularization of small subjects and subverting the logic of standardization, medicalization and pathologization.

Palavras-chave : early stimulation; psychoanalysis; psychic risk; IRDI.

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