THE GENESIS OF INTELLIGENCE IN SINGULAR CARE SETTINGS: CONTRIBUTIONS FROM GENETIC EPISTEMOLOGY

Abstract

Contemporary social transformations have expanded the diversity of family configurations, highlighting arrangements with specific care demands that challenge traditional dynamics and childhood knowledge construction processes. This article analyzes the cognitive development of children within these atypical family contexts through the lens of Jean Piaget's Genetic Epistemology. A qualitative study of a theoretical-bibliographic nature was conducted. The methodological approach comprised the survey and review of seminal works by Jean Piaget and contemporary commentators. The analysis employed was critical-epistemological, based on the theoretical reconstruction of adaptation mechanisms, majorant equilibration, and reflective abstraction. The analysis demonstrates that atypical environments act as fields of possibilities and sources of cognitive perturbation. It was evidenced that children in these conditions may find themselves in a transitory state of deficit but maintain a full capacity for progressive self-organization and the search for new balances in the face of environmental resistances. It is concluded that family atypicality generates singular development trajectories that require the overcoming of normative and deterministic views. The adoption of a relational pedagogy and intersectoral public policies is recommended to ensure education as an essential forming condition for mental development and the subject's autonomy.