No abstract

It aims to promote critical debate on the construction of knowledge in psychology taking parameters such as the notion of historicity , the question of dialectical objectivity - subjectivity the constitution of the subject and subjectivity from the perspective of dialectical and historical materialism . Question the knowledge of psychology from category involves questioning the historicity of individual naturalization, natural phenomena and located in a social perspective, discussing the contents of universals and a priori character. That research perspective and reflection pursues the foundations of theoretical constructs and practice, opening a field of reflection on the interweaving of concrete social practices and theoretical constructs generated from demands in specific contexts (situations of health and illness; production of material life, estrangement and unusual or hegemonic meanings opposite the everyday life). In performing this task, configures itself necessarily as critical theory , since it indicates the present theories on ideology that "natural " phenomena and psychosocial conceal their commitment to dominant interests which, in ideological nature , alienate individuals and groups in which they live hindering the formation of the subject of rights . This lack of critical reflection engenders professional practices normalizing and alienating. The problematic of the inclusion of psychology in primary and secondary care is discussed of both point of view theoretical as an action.RESUMOObjetiva-se promover o debate crítico sobre a construção de conhecimentos na área da Psicologia tomando como parâmetros a noção de historicidade, a questão da dialética objetividade - subjetividade na constituição do sujeito e a subjetividade sob a perspectiva do materialismo dialético e histórico. Questionar o conhecimento da psico-logia a partir da categoria historicidade envolve questionar a naturalização dos fenômenos individuais, singulares e sociais em uma perspectiva localizada, problematizando os conteúdos de caráter universalizantes e apriorísticos. Essa perspectiva de pesquisa e reflexão pretende alcançar os fundamentos das construções teóricas e práticas, abrindo um campo de reflexão sobre o entrelaçamento das práticas sociais concretas e as construções teóricas geradas a partir de demandas em contextos específicos (situações de saúde e doença; de produção da vida material; de estranhamento e significações não usuais ou hegemônicos frente ao cotidiano da vida). Ao realizar essa tarefa, configura-se necessa-riamente como teoria crítica, pois aponta a ideologia presente em teorias que “naturalizam” fenômenos psicossociais e ocultam seu comprometimento com interesses dominantes que, por seu caráter ideológico, alienam o indivíduoe os grupos nos quais se insere dificultando a constituição do sujeito de direitos. A falta desta reflexão crítica engendra práticas profissionais normatizadoras e alienantes. Será problematizada a inserção da psicologia na atenção básica e secundária tanto do ponto de vista teórico como de atuação.

Caregiver orientation is very important to promote neurodevelopment on babies. Considering that relations are the key for this development of superior mental functions, we believe that all caregivers, teachers and parents should be present and paying attention to the children, providing opportunity for an ideal neurodevelopmentand humanization. It is important to orientate caregivers so that they can provide qualitative conditions, which integrate affection, conscience and action to promote development to occur according to the potential of the child. We believe that the individual constitutes himself by means of social contact. This work has the goal toapproach the theory which orientates, with specific guidelines and practical work, caregivers aiming a better child neurodevelopment. Bonds are necessary for a better and trustful relation. When you are present in a relation nervous connections are promoted and these lead to a more effective motor, cognitive and affectivedevelopment of the superior mental functions such as memory, attention, language, psychomotricity and executive functions. It uses didactically the following principles of the Social Historical theory of Luria and Vygotsky: mediation, functional units and zone of proximal development. Interactions between the brain and the formation of mental functions require the maturity of the nervous system as well as an active process that emphasizes relations of two or more human beings. Keywords: neurodevelopment, childhood, relation