Este artigo propõe-se a refletir sobre a construção do Eu de crianças com cegueira congênita a partir da teoria winnicottiana do amadurecimento. Para Winnicott, a natureza humana é uma questão de psique-soma em constante interação; o ser humano é essencialmente psicossomático, sendo o corpo o primeiro a chegar e a elaboração imaginativa das funções corpóreas o elemento constitutivo e enriquecedor da vida psíquica. Essa concepção da natureza humana parece ser a mais esclarecedora para a compreensão do desenvolvimento e da construção (...) do eu das crianças com cegueira congênita; crianças que chegam ao mundo com uma constituição orgânica significativamente diferente, que as conduzem por caminhos peculiares em seu processo de percepção e amadurecimento. Muitas dificuldades são apontadas na descrição do desenvolvimento dessas crianças: passividade de ego, ausência de interesse por objetos, atrasos na aquisição de capacidades, desinteresse por brincadeiras e verbalismo. Comportamentos considerados semelhantes aos de crianças autistas. Acreditamos que, a partir da teoria winnicottiana do desenvolvimento, muitas dessas vicissitudes podem ser compreendidas e alguns procedimentos terapêuticos indicados.This article proposes a reflection upon the ego development of children with congenital blindness through maturation theory. For Winnicott the human nature is a matter of psyche-some in constant interaction, the human being is essentially psychosomatic, in which the body is the first to arrive and the imaginative elaboration of the body functions are the elements that constitute and enrich the psychic life. This conception of the human nature seems to be the most clarifying for the comprehension of the development and the self constitution of the children with congenital blindness; children who arrive into the world with a significantly different organic constitution, which conducts them through a peculiar path in their process of perception and maturity. Many difficulties are pointed out on the description of the development of these children: passivity of the ego, absence of interest for objects, delay on the acquisition of abilities, disinterest for children's play, verbalism. Behaviors similar to those of autistic children. We believe that through Winnicott's developmental theory a lot of these vicissitudes can be comprehended and some therapeutic procedures can be indicated. (shrink)

When considering whether it is possible, through education, have an optimistic attitude of life and the world as well as ethics, and so to say that our will to live allows us to reconcile the world view with the view of life integrating knowledge and want, this text was divided, and its introduction and closing in three sections. At first it was problematic to modern philosophical conception by which man is defined in your reality, that is, was delimited that human (...) nature has an aspect not processing, making the man a prey essence to their passions, such as man is. In the following section, it was shown how the idea of Heidegger about human nature by Dasein cover up the discovery shown in the final section, the Socratic-Platonic educational project of conceiving man as a possibility and so with the ability to form it through discovery of freedom as a moral problem. Defended himself, so in general terms, that the concept of an education of this culture in the work of Mario Vieira de Mello allowed us to answer yes there is, yes, and through the resumption of the Socratic-Platonic educational project to conceive man as a possibility and thus the ability to form it through the discovery of freedom as a moral problem, how to build an order in the soul of the individual and society whose quest for power and respect for life are forces governing themselves and ending up spoiling. (shrink)