Processos de cuidado no programa brincando em família: uma ciranda entre crianças, familiares e equipe

Abstract

The present study is part of the discussion on child mental health practices within the scope of the Sistema Único de Saúde (Unified Health System) and university projects, considering the contributions of psychoanalysis and the training of psychologists for this work. A non-systematic review of the Brazilian literature on the subject was carried out and the findings indicate how recent public policies are in the area, often with professionals being unprepared to act in the logic of psychosocial care, remnants of the biomedical model, care gaps in the network, insipience regarding clinical-institutional supervision and little visibility regarding the care of the caregiver. With this in mind, we chose to investigate the field of Brincando em Família (BF), a teaching, research and extension program at the Federal University of Bahia. The BF has a twofold primary task: 1) to contribute to the training in psychology of undergraduates and professionals and 2) to build care practices, mainly through groups that bring together children, their guardians and a team of acolhedoras (psychologists and psychology students). Furthermore, we resort to the formulations of the author Luís Claudio Figueiredo and, in dialogue with psychoanalysis, we consider care as a process that generates meaning, which takes place in intersubjectivity and is expressed in different dimensions. To characterize this phenomenon, the case study in question focuses on the BF through 03 entries in the field: participant observation of team supervision, semi-structured interviews with 08 acolhedoras and reading of written reports from the consultations. Thus, all access to the Program occurred through the team, which also provoked a look at the concomitance between the production of care activities and the production of subjectivity of the acolhedoras, a process called co-production by Gastão Wagner Campos. As a result of the thematic analysis of the data, therefore, three chapters of results and discussion were prepared. The first deals with training in psychology, noting it as a path in constant construction that needs to make sense for those who live it. The second brings to light the experience of the acolhedoras, presenting, among other points, the clinical-institutional supervision as a fruitful space for learning and caring. And the third, in turn, identifies some care practices that the Program has developed with families in the context of the Covid-19 pandemic, in which the presence of playing as a therapeutic resource stands out from D. Winnicott, the clinic of continence in supporting families according to W. Bion, the strengthening of bonds from the perspective of P. Benghozi, among others. Finally, we realize the importance of bridges between theory and practice promoted by university programs that bring together the tripod of teaching, research and extension and we hope that the study in question will contribute to the development of such programs. For future research, we suggest further investigation on the possibilities of psychosocial monitoring for children in group formats that include families, in different institutions such as SUS services and universities, in order to continue the discussion about possible and timely intervention modes.