School Mediation

The current social scenario is characterized by the dictatorship of appearance, where being beautiful and capable of good cognitive performance are criteria that validate the subject’s competence. Those who fail to achieve these ideals often carry a stigma and are strongly marked by their own failure to meet the standards set by contemporary ideology. Based on the monitoring of a child with Down syndrome, this paper aims to analyze the role of the psychologist as a school mediator, considering the importance of the environment for the child’s emotional and cognitive development. In order to develop this theme, we turned to the ideas of Freud, Winnicott and Ferenczi, who attached great importance to the beginnings of psychic life and the importance of the environment in the construction of subjectivity. We seek to highlight the importance of the ethic of care as something fundamental in establishing and maintaining the work of school mediation.