CAPÍTULO V DISCUSSÃO DOS RESULTADOS E CONCLUSÕES
CONSI DERAÇÕES FINAIS
A teoria da vinculação constitui não apenas uma das perspectivas teóricas cuja influência na Psicologia mais se tem acentuado nos últimos anos, mas também uma das que mais tem contribuído para a interligação de diferentes domínios e abordagens psicológicas.
A necessidade de estabelecer vínculos emocionais é uma componente básica do ser humano, mantendo-se presente ao longo de todo o ciclo vital. A primeira relação fundamental que estabelecemos com o mundo desenvolve-se através do estabelecimento de um vínculo emocional com as figuras que nos prestam os principais cuidados. As primeiras experiências relacionais constituem um factor decisivo no desenvolvimento uma vez que é no contexto dessa matriz relacional e a partir dela, que os indivíduos se vão conhecendo a si próprios, os outros e o mundo. Neste sentido, a qualidade das experiências com as figuras de vinculação é critica no desenvolvimento de um sentimento de confiança e de segurança. Assim, a segurança ou insegurança da vinculação surgem mais tarde manifestas no modo como o indivíduo discorre sobre os afectos e as relações interpessoais.
A literatura sugere possíveis relações entre a qualidade da vinculação e o desenvolvimento cognitivo, em geral, e metacognitivo em particular
O nosso estudo, cujo carácter exploratório importa referenciar, pretendeu contribuir para o suportar empiricamente as hipóteses que postulam a existência de relações entre a segurança da vinculação e a eficiência metacognitiva. Para o efeito, observámos um grupo de 52 crianças de idades
Tese de Mestrado Capítulo V - Disussão dos Resultados e Conclusões
compreendidas entre 60 meses e 66 meses, utilizando os seguintes instrumentos: Completamento de histórias de Bretherton et ai (1990) e Provas
de distinção A-R de Friend e Davis (1993).
Tomando como referência os objectivos que nos propusemos atingir com o nosso trabalho, verificamos que os resultados corroboram integralmente a segunda hipótese, uma vez que a segurança da vinculação foi uma variável relevante para a competência de distinção aparência-realidade no domínio afectivo. No que se refere à primeira hipótese, esta apenas foi parcialmente validada já que a superioridade das crianças seguras no domínio da distinção aparência-realidade se manifestou no domínio afectivo mas não no físico. Conforme já referido, pensamos que este facto estará relacionado com o nível de inferência e consequente grau de dificuldade das provas. Em estudos posteriores seria conveniente substituir a prova física por outra que exija o mesmo grau de inferência do requerido pela prova afectiva.
Partilhamos da explicação de Harris {e.g. teoria da "simulação", 1991, 1992) para o desenvolvimento da compreensão da mente. Neste sentido, a qualidade da vinculação pode ter um efeito directo sobre a competência metacognitiva como sugerido por Fonagy et ai (1997, Fonagy, 1991) e Main (1991), ou operar indirectamente através de outros processos sociais tais como um "self reflexivo" (refelxive self) mais flexível e maduro das crianças seguras (Fonagy et ai, 1991), ou interacções no plano interpsicológico que assentem na ZPD da criança e maior maternal mind-mindedness das mães das crianças seguras (Meins, 1997).
O presente estudo não fornece dados directos sobre estas questões, para tal tornar-se-ía necessário desenvolver estudos longitudinais que integrem
Tese de Mestrado Capítulo V - Disussão dos Resultados e Conclusões
a avaliação comportamental da vinculação na infância, a avaliação das representações de vinculação e competência metacognitiva nas idades pré- -escolar e escolar.
Este deverá ser o objectivo de futuros trabalhos.
Tese de Mestrado Referências
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