The present research aims to understand the conception of children and childhood by which early childhood teachers are oriented in their daily educational activities and obtain reports on experiences related to the theme. Some authors point out that it is important to understand the context of early childhood education, considering the child as a social producer of culture and to favor reflection on educational practices in early childhood education so that the school can be a space that promote the expression of children's culture. Nine teachers working in the municipal schools of Early Childhood Education in a city in the interior of São Paulo participated in this study. Through the use of the qualitative approach, cartographic interviews were conducted with each teacher. The interviews were audio-recorded and fully transcribed. Data analysis was performed based on the contributions of the Research in Cartography. The data were organized in the case study format, because it gives greater visibility to the singularities of each interviewee. The conceptions presented by the teachers reveal a multiplicity of formulations; more than theories thought and modeled, the conceptions produced in the interviews with the teachers result from experiences, experiences and affections that occurred throughout their professional formations and experiences, which, in general, were quite extensive. It can also be observed how the plan of desires crosses the role of teaching, because in what they revealed to think about education, about pedagogical practice, childhood and child, teachers seem to be in dissonance with what they live and feel, proceduralities, especially, they were moments of revelation of the suffering, stress and tiredness that their occupations provoke them. Thus, the invitation of research to look at the uniqueness of each teacher can favor the observation of the movements of transformation that go through the construction of the teaching being of each teacher providing clues that can contribute to guide the psychologists in relation to the continued training of teachers.

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A FAMÍLIA E A ESCOLA: Interfaces na formação da criançapp. 9-23 Este estudo se adotou como estratégia metodológica, ou revisão de literatura, com vistas a chegar aos objetivos propostos. Para Nogueira (2004), a metodologia científica em Psicanálise confunde-se com a própria pesquisa, ou seja, a psicanálise é uma pesquisa. Em sua Tese de Livre Docência de 1997, o autor, defendo a ideia de que a Psicanálise é uma experiência original e que, a partir de Lacan, pôde-se formalizar, com bastante segurança, a novidade dessa ciência. Na obra de Freud encontra-se a primeira formalização da pesquisa psicanalítica. As cinco psicanálises que Freud apresentou (FREUD, 1910/1976), os cinco casos clínicos que relatou em suas obras completas, pode-se entender como sendo a transmissão da pesquisa, isto é, a transmissão daquilo que é Psicanálise.