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The process described, illustrated, and explained originated from the work with a very sick child, corresponding to the installation or recovery of the possibility of symbolizing in the therapeutic framework. Following Kleins’ understanding, Rodrigué considers symbolization– as well as other aspects of development– as attempts to deal with anguish; therefore as a defensive process and not a process of normal development. He considers different forms of symbolism correspond with various psychic organizations; for example, the representative symbolism with the secondary process and the depressive position, and the symbolism of what came to be later called ‘symbolic equation’ with the primary process. The symbols belong to the type of relationship between self -other and they become more complex as this differentiation process progresses. V. Bb. Silvia Bleichmar (Argentina) Silvia Bleichmar is a post-Lacanian author in a French psychoanalytic tradition –mainly Jean Laplanche and Piera Aulagnier– in combination with Winnicott and the English ‘Middle school”, whose contribution to symbolization is developed in her book “Intelligence and Symbolization, a psychoanalytic perspective” (2010). Claiming to base herself in some of Freud’s and Klein’s ideas regarding symbol formation, symbolization and clinical technique, she also vigorously disagrees with them and all those who consider symbolization to be of endogeneous (innate) and instinctual origin. For Bleichmar (2010), the formation of symbols is not innate ; it originates within the relation with an other . “It is a “neo-creation”: producing something from what is given… It is necessary to produce it, it will not occur by itself without a productive intervention” (p.87). In her view, symbolization does not occur spontaneously, deriving directly from impulses and drive; it a process that requires the other. She writes: “One does not learn to speak letter by letter, word by word, one learns to speak as part of the symbolic network of which the subject is part, and the subject metabolizes knowledge and so establishes orders of meaning in the world...” (p. 10). For Bleichmar, following Lacan, the human being is preceded by a symbolic order, without which he cannot be constructed as a subject. The symbolization process includes re- transcriptions (from one psychic system to another) and also re-significations (new meanings). She writes: “Symbolization is a re-transcription, but re-transcriptions are not only endogenous, but are the effect of actions coming from outside, of activations, of enrichments; they are the result of new experiences through new ways of re-symbolization…” (p. 372). The importance of the other in this process is stressed: "... the other human who offers the set of codes and the possibility of what can be codified, for example, the language system" (p. 372). The child’s psyche is structured by his mother’s language: “By means of her language, certain rhythms, certain prohibitions and certain ways of thinking of the child's psyche are
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