Resumo

SILVA, Milena da Rosa  e  FERRARI, Andrea Gabriela. The experience of monitoring babies in early childhood education schools through the IRDI Methodology. Arq. bras. psicol. [online]. 2021, vol.73, n.3, pp. 172-188. ISSN 1809-5267.  http://dx.doi.org/10.36482/1809-5267.arbp2021v73i3p.172-188.

This paper reports a research-intervention, supported by psychoanalysis theory, in nursery schools. The IRDI methodology was used as a device to read the psychic constitution of the baby and the educator-baby relationship. Regarding the babies' psychic constitution, it was possible to intervene in time with those who presented initial signs of psychic suffering. As for the educators, by the end of the follow-up, they showed to be questioning themselves more about their work, and more connected to the affective needs of the babies. The coordinators/directors of the schools were able to rethink some routines based on the needs the babies presented. It was possible to think of the IRDI Methodology resources as a device to monitor the babies in nursery and caregivers, as a support to the educators.

Palavras-chave : clinical devices; IRDI methodology; early childhood education.

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