AFFECTIVE BONDS, SUBJECTIVITY, AND SCHOOLING OF CHILDREN IN INSTITUTIONAL CARE: A THEORETICAL ANALYSIS

Abstract

This article aims to analyze, in the light of the literature in Psychology and Education, how the ruptures of affective bonds experienced by children in institutional care affect their subjective constitution and their relationship with learning and school. This is a theoretical literature review that articulates three axes: the context of institutional care and the ruptures of bonds arising from it; the affective bond as the foundation of development, based on the contributions of Bowlby, Winnicott, and Wallon; and the implications of these processes for schooling. The analysis shows that bond, subjectivity, and development are intertwined dimensions, so that affective ruptures are not restricted to the emotional plane but permeate the child's availability to learn. It is concluded that the school, when it intentionally assumes a function of care and continuity, can operate as an environment of reparation, sustaining new bonds and repositioning the child in relation to learning.