Dibujo infantil y comprensión escénica: análisis crítico hermenéutico desde un enfoque psicoanalítico

Sanabria León, Jorge

doi:10.15517/ap.v25i112.80

Autores/as

Jorge Sanabria León Universidad de Costa Rica, Escuela de Psicología Autor/a

DOI:

https://doi.org/10.15517/ap.v25i112.80

Palabras clave:

dibujos infantiles, desarrollo simbólico, comprensión escénica, socialización temprana

Resumen

El artículo indaga sobre el desarrollo de la capacidad para dibujar y las representaciones simbólicas prelingüísticas ante el advenimiento del lenguaje. Se examina cómo los y las infantes logran dibujar y hablar sobre experiencias de la vida cotidiana, al focalizarse en detalles de los modelos interactivos en sus propias creaciones espontáneas. A partir de la teoría de la socialización y del desarrollo del símbolo de Lorenzer, este estudio reflexiona sobre la comprensión escénica que favorece la labor analítica. Asimismo, una combinación particularmente importante de habilidades emocionales, cognitivas y simbólicas está involucrada tanto en los procesos de la individuación como en la adquisición de referentes culturales. Por tanto, el análisis contrasta también investigaciones y críticas comparativas

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