Motor sensory development in the subjective scene. Vicissitudes to rethink teacher training

Abstract

The purpose of this work is to reflect on the articulation that is established between the subjective structuring of the child and the psychomotor development, perspectives and knowledge that we consider nodal in teacher training, in order to rethink the vicissitudes of this development when a child is born with a disability. In this way, it is necessary to reconsider the sensory-motor as the scenes that structure the motor,  gestures and body order from the possibility that the subject has to appear in his/her subjective dimension. Likewise, the field of interrelations with the Other, the others and the language is highlighted, and it is the language which allows to name and give meaning to the body experiences integrated into an image. Therefore, the time of maturation and growth will have to adapt to the time of the Other, which is structured by symbolic anticipation through desire. Therefore, we propose a significance that allows a separation outside the abnormality, generating a space where to start a dialogue about the otherness, the differences and the uniqueness in current education.