The aim of this study has been to investigate the significance of hide and seek play as a central feature within the intensive psychoanalytic psychotherapy of one looked after child, whose referred symptom of separation anxiety improved during the course of treatment. A mixed methods modified form of thematic analysis has been used to analyse the data and Max QDA has been introduced for data organisational purposes and to support analytic rigour. This single case study is approached from a Critical Realist stance and key findings support the argument for the validity of extending the relationship between the theoretical paradigms of Complexity Theory and Psychoanalysis,beyond the metaphorical towards the methodological with implications for efficiency, triangulation and generalisability of findings; issues which have been historically problematic in single case study research. The mixed methods analytic approach has allowed for the quantitative tracking of frequency and quality of a single marker of change, in the form of hide and seek play, across the course of the treatment. This has revealed an overall pattern in the form of a trajectory, containing properties of a self-organising complex dynamic system. Two levels of abstraction have been identified and investigated demonstrating the presence of sel-similar functioning across different levels of complexity. A ‘period of oscillation’ between variables has been identified which is associated qualitatively to a period of psychological growth and development within the child. This finding is consistent with emerging evidence in the broader field of psychology for the occurrence of a period of critical instability associated with positive treatment outcome. A key qualitative finding is the evidence for the four different sub-types of hide and seek play. This may have implications for the understanding of hide and seek play in every day life and significantly in the lives of looked after children.

This dissertation is included in the line of research entitled Formation, Knowledge and Professional Development of the Graduate Program in Education at the Federal University of Santa Maria/RS. The justification for this research relies on the author s memories and experiences. For the development of this study, a discussion with teachers of a municipal school in Santa Maria/RS was carried out. The objective of the research was to understand how the teachers of a municipal children s school in Santa Maria/RS see the affectional bonds in children s education and in their own permanent self(trans)formation. The methodology used was based on a qualitative approach of the case study type; semi-structured interviews were carried out in order to collect data; then, the generating themes came up to stimulate the Investigative-formative Dialogic Circles in a virtual way, inspired by the Freirean Culture Circles, as developed by Kaufman (2015), having been analyzed as virtual interviews because they had not been actually carried out. The data have been interpreted using a hermeneutic analysis, which made it possible to interpret the different expressions of the participant teachers (speech, silence, gestures) and their understanding. The theoretical framework on affectivity and affectional bonds included authors like Wallon (1975, 1971), Vygotsky (2003), Paulo Freire (2006) and Pichon-Riviere (2007). To justify and deepen the theme of self (trans) formation, the presuppositions of Imbernón (2010), Freire (1987,1997, 2000, 2006, 2009, 2014), among others have been used. The research pointed out that the teachers emphasize the importance of group work not only for the educational work itself but also for the development of the children; they also mentioned that the affectional bonds are directly related and thus reflect in their own work. In this sense, they indicated that the socialization moments broadened knowledge and self(trans)formations which were considered relevant to their activity. The professionals also mentioned the importance of continuing education. / Esta Dissertação de Mestrado insere-se à Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria/RS. A justificativa para o desenvolvimento desta pesquisa respalda-se nas memórias e vivências da acadêmica. Para o desenvolvimento deste estudo, foi realizada uma discussão para ampliar conhecimentos com professores de uma escola de Educação Infantil da rede municipal de Santa Maria RS. Neste sentido, a pesquisa teve como objetivo compreender como os professores de uma Escola de Educação Infantil, de Santa Maria RS, percebem os Vínculos Afetivos entre si na Educação Infantil e na sua auto(trans)formação permanente. A metodologia utilizada fundamentou-se em uma abordagem qualitativa do tipo estudo de caso e, para produção dos dados, foram aplicadas entrevistas semiestruturadas, por meio destas emergiram os temas (geradores) para dinamizar os Círculos Dialógicos Investigativo-formativos de forma virtual, inspirados nos Círculos de Cultura freireanos e, conforme desenvolvidos por Kaufman (2015), foram analisados como entrevistas virtuais, por não terem se efetivado. As produções de dados foram interpretadas a partir de uma análise hermenêutica, a qual possibilitou interpretar as diferentes expressões (fala, silêncios, gestos) das professoras participantes da pesquisa e suas compreensões. Como aportes teóricos sobre afetividade e vínculos afetivos utilizou-se: Wallon (1975, 1971), Vygotsky (2003), Paulo Freire (2006) e Pichon-Rivière (2007). Para fundamentar e aprofundar ainda mais a temática auto(trans)formação, fez-se uso de: Imbernón (2010), Freire (1987,1997, 2000, 2006, 2009, 2014), entre outros. A investigação apontou que as professoras destacam a importância de um trabalho em grupo ser significativo tanto para o trabalho pedagógico quanto para o desenvolvimento das crianças, e que os vínculos afetivos estão diretamente relacionados, refletindo propriamente no trabalho dessas professoras. Nesse sentido, sinalizaram que os momentos de socialização proporcionam ampliações de conhecimentos e auto(trans)formações consideradas relevantes para seu trabalho. Ainda, as profissionais da Educação Infantil também mencionaram a importância da formação permanente.