The playing and knowledge building

the subject’s place

Abstract

This article is the result of a master’s research in education carried out at Universidade Federal Fluminense. It aims to investigate the relationship between playing and knowledge building, as well as its implications for the process of constitution of the subject, understanding them as nested processes: the first way of knowing is through playing, which in turn creates the basis for formal learning that will come at school. In this sense, it questions to what extent the lack or the presence of the playing space, which allows the development of the symbolic capacity in the child, can interfere in the relationship of the subject to the knowledge. Based on the theoretical framework of psychoanalysis and Psychopedagogy, it presents some theoretical assumptions about playing, which reveal the importance of ludic activity in childhood. It starts with the Freudian contributions regarding the fort-da, articulating them with Mannoni’s perspective, until arriving at Winnicott’s ideas about transitional phenomena. Then, it presents the adopted theoretical framework of Psychopedagogy and a clinical case in which it is possible to observe a child’s elaborations through play about some impasses in learning. The research findings reinforce the importance of the dialogue between educational sciences and psychoanalysis and Psychopedagogy for the understanding of the subject in his learning process.