Albertina Mitjáns Martínez

Trabajo Infantil y Subjetividad: una perspectiva necesaria

A partir da linha teorica, que dentro do enfoque historico-cultural tem desenvolvido a concepcao da subjetividade, discute-se tanto a pertinencia quanto a necessidade do estudo da constituicao e do desenvolvimento da subjetividade individual das criancas e dos adolescentes trabalhadores e fundamenta-se o valor heuristico das categorias subjetividade, personalidade e sujeito na compreensao do impacto do trabalho precoce no desenvolvimento psicologico. Sao apresentados os resultados de um estudo exploratorio realizado com adolescentes trabalhadores que mostra quatro formas diferenciadas de subjetivacao da situacao de trabalho, fato que pode condicionar trajetorias diferenciadas no desenvolvimento da subjetividade. A partir destes resultados questiona-se o significado de algumas afirmacoes gerais que aparecem com frequencia na literatura especializada sobre as consequencias do trabalho infantil no desenvolvimento psicologico. Por ultimo, mostra-se que a possibilidade de aprofundar na compreensao da complexidade da constituicao da subjetividade pode contribuir para a elaboracao de estrategias educativas diferenciadas e potencialmente mais efetivas, no trabalho com esta populacao.On the basis of theoretical framework oriented towards the topic of subjectivity within cultural-historical approach the pertinence and need of the study and development of individual subjectivity of children working are discussed, emphasizing the heuristic value of the categories of subjectivity, personality, and subject in the comprehension of the impact of child work on psychological development. The results of an exploratory study with adolescent workers are presented, in which four differentiating ways of subjectivization of work activity clearly appear. This fact may also influence on differentiating ways in the development of subjectivity. Based on these results the meaning of certain general assumptions related to the consequences of child work on psychological development is questioned. These assumptions frequently appear in specialized literature in relation to this topic. Finally, it is suggested that a better and deep knowledge about the complexity of subjective constitution of the subject may contribute to the development of differentiating educational strategies, potentially more effective, in order to educate this population.

A criatividade do professor: a relação entre o sentido subjetivo da criatividade e a pedagogia de projetos

Buscou-se compreender a relacao entre o sentido subjetivo da criatividade do professor e sua pratica pedagogica com projetos. Partiu-se da teoria historicocultural da subjetividade desenvolvida por Gonzalez Rey (1997, 1999, 2001, 2002b, 2004). O metodo adotado foi o estudo de caso com dois professores que trabalham com projetos de estrategia relativos ao ensino-aprendizagem em uma mesma escola. Varios instrumentos foram utilizados: a tecnica de completamento de frases, redacoes, observacao direta, analise documental e, principalmente, a entrevista como processo. Como conclusao principal, percebeu-se que se trata de uma relacao recursiva. Alem disso, a pesquisa demonstrou que os sentidos subjetivos de importantes aspectos contextuais - como o espaco em sala de aula - sao mediadores da relacao colocada sob foco. Por fim, notou-se que conflitos e contradicoes vividos na pratica com projetos configuram-se como uma situacao potencial de desenvolvimento em relacao ao sentido subjetivo da criatividade e a propria pratica docente.

Desenvolvimento da subjetividade: análise de histórias de superação das dificuldades de aprendizagem

In this article we discuss the subjectivity from a systemic and processing perspective, under the Theory of Subjectivity developed by Gonzalez Rey ,analyzed in the educational trajectory of students identified with learning difficulties. Our goal is to analyze how the movement of subjectivity occurs in the processes of overcoming school learning difficulties. The research was conducted with three students from the early years of elementary school, through Multiple Case Study. We used conversational systems, instruments supported by written and unwritten inductors, informal moments, document analysis and observations in the school environment. We conclude that overcoming learning difficulties can be attained by the recognition of the student as subject, by the experiencing of conditions in favor of subjective sense production and by the reconfiguration of elements of subjectivity in students. These reflections may give support to define the development of subjectivity and subjective changes that impact and gain some stability, capable of triggering other changes, creating new levels of qualitative subjective organization.In this article we discuss the subjectivity from a systemic and processing perspective, under the Theory of Subjectivity developed by González Rey ,analyzed in the educational trajectory of students identified with learning difficulties. Our goal is to analyze how the movement of subjectivity occurs in the processes of overcoming school learning difficulties. The research was conducted with three students from the early years of elementary school, through Multiple Case Study. We used conversational systems, instruments supported by written and unwritten inductors, informal moments, document analysis and observations in the school environment. We conclude that overcoming learning difficulties can be attained by the recognition of the student as subject, by the experiencing of conditions in favor of subjective sense production and by the reconfiguration of elements of subjectivity in students. These reflections may give support to define the development of subjectivity and subjective changes that impact and gain some stability, capable of triggering other changes, creating new levels of qualitative subjective organization.

The Relevance of the Concept of Subjective Configuration in Discussing Human Development

The topic of human psychological development has frequently been dealt with by general individualistic, teleological and moralistic theories. However, within Soviet psychology, Vygotsky and Bozhovich advanced theoretical alternatives for the study of psychological development, in which the concepts of perezhivanie and social situation of development were central. The importance of that legacy opened new ways of understanding the subjective side of psychological development. The focus of this chapter is to advance a comprehension of subjective development, on the basis of concepts that permit to integrate the diversity of social and cultural conditions of experience into processes and subjective units (subjective senses and subjective configurations), which emerge not as reflection of those social and cultural conditions, but as new qualitative subjective productions. The chapter presents two case studies, one about learning difficulties and the other about severe mental health problems. These case studies show that singularity is not reduced to an individualistic approach. Moreover, they evidence that the emergence of new subjective senses and configurations is closely related to the creation of new spaces of social integration characterised by a dialogical communication, which, in turn, is a condition for the emergence of affective processes. The concept of subjective configuration is presented as an attempt to define a unit of subjective functioning that allows us to overcome the dispersive taxonomy which characterises the history of developmental psychology.

Epistemological and Methodological Issues Related to the New Challenges of a Cultural–Historical-Based Psychology

In the last fifteen years, new theoretical topics developed by different Soviet psychology authors in different moments of its development have been elucidated. Among these topics, Vygotsky’s concepts of perezhivanie and sense are particularly relevant because these signalised questions were not in focus in Soviet times; these concepts have remained in shadow for decades. These topics permit advancements in new psychological and complex systems, such as consciousness, personality and subjectivity, that are based on a new foundation. However, this advancement presupposes new epistemological and methodological challenges that, until today, have not been developed within this theoretical account. The present paper discusses the Qualitative Epistemology on which the basis of a constructive interpretative methodology is developed as a path for the study of subjectivity from a cultural–historical standpoint. This paper discusses one case study to make explicit the procedures that rule the construction of knowledge in this methodology.

O TRABALHO PEDAGÓGICO CRIATIVO NA EDUCAÇÃO INFANTIL DIANTE DA CULTURA DA MÍDIA E DO CONSUMO

Considerando-se que as criancas contemporâneas vivem uma cultura da midia e do consumo em diferentes contextos, inclusive nas escolas, tomou-se como fundamentacao a Epistemologia Qualitativa de Gonzalez Rey e desenvolveu-se uma pesquisa em quatro escolas publicas no Distrito Federal/Brasil em 2015, para investigar e analisar processos criativos de ensino-aprendizagem diante dessa cultura. Utilizaram-se instrumentos, como entrevistas, observacoes e fotografias, visando a produzir informacoes sobre o trabalho pedagogico criativo. O arcabouco teorico – advindo, entre outros, dos estudos da criatividade de Mitjans Martinez –, articulado com as informacoes construidas nas escolas, representaram vias de inteligibilidade da questao investigada. A producao de algo novo e com valor no trabalho pedagogico envolveu: considerar essa cultura em distintas praticas escolares; utilizar estrategias metodologicas relacionadas a ela; e desenvolver conteudos na relacao com essa cultura em forma de Projetos. Conclui-se que o trabalho pedagogico criativo e uma das vias possiveis diante dessa cultura.

Formas de as escolas se relacionarem com a cultura da mídia e do consumo em tempos contemporâneos

Considerou-se a proeminencia da cultura da midia e do consumo na vida de grande parte dos alunos e individuos que habitam a instituicao escola nos grandes centros urbanos em tempos contemporâneos. Com base no arcabouco teorico da criatividade de Mitjans Martinez e dos estudos sobre a cultura da midia e do consumo, tais como os de Bauman, desenvolveu-se uma pesquisa durante o ano de 2015 tendo como objetivo interpretar as principais formas de quatro escolas publicas do Distrito Federal/Brasil se relacionarem com a cultura da midia e do consumo. A partir de informacoes produzidas nas escolas por meio de entrevistas, observacoes, fotografias e analise documental, constatou-se que ha tres principais formas: a incorporacao e/ou reproducao da cultura da midia e do consumo; sua normatizacao e/ou proibicao; e formas criativas de lidar com ela. Conclui-se que, de alguma forma, as escolas precisam lidar com essa cultura, que se mostra, em grande medida, inevitavel, e a criatividade no trabalho pedagogico e uma alternativa possivel e necessaria diante dessa cultura.

As pesquisas sobre aprendizagem em museus: uma análise sob a ótica dos estudos da subjetividade na perspectiva histórico-cultural

O presente artigo tem por objetivo comentar a producao cientifica na area de aprendizagem em museus a luz dos estudos da subjetividade na perspectiva historico-cultural, conforme proposta por Gonzalez Rey. Nesta perspectiva teorica, processos de aprendizagem sao compreendidos como expressoes de producoes subjetivas do aprendiz, considerando-o em sua condicao singular de sujeito socio-historico, implicado por processos emocionais. Em primeiro lugar, apresentamos uma revisao da producao cientifica da area, identificando e comentando as concepcoes teoricas predominantes. Em segundo, discutimos pesquisas relacionadas ao tema de identidade de aprendizagem em museus e as inter-relacoes museu-escola. Concluimos que esta perspectiva teorica oferece contribuicoes para a aprendizagem em museus na medida em que consiste em uma nova aproximacao a compreensao da participacao do emocional na aprendizagem museal e considera as formas altamente singulares em que se constituem processos de aprendizagem e, por fim, permite um novo olhar sobre questoes da inter-relacao entre a aprendizagem escolar e museal.

Desarrollo de la subjetividad: análisis de historias de superación de dificultades de aprendizaje

In this article we discuss the subjectivity from a systemic and processing perspective, under the Theory of Subjectivity developed by Gonzalez Rey ,analyzed in the educational trajectory of students identified with learning difficulties. Our goal is to analyze how the movement of subjectivity occurs in the processes of overcoming school learning difficulties. The research was conducted with three students from the early years of elementary school, through Multiple Case Study. We used conversational systems, instruments supported by written and unwritten inductors, informal moments, document analysis and observations in the school environment. We conclude that overcoming learning difficulties can be attained by the recognition of the student as subject, by the experiencing of conditions in favor of subjective sense production and by the reconfiguration of elements of subjectivity in students. These reflections may give support to define the development of subjectivity and subjective changes that impact and gain some stability, capable of triggering other changes, creating new levels of qualitative subjective organization.In this article we discuss the subjectivity from a systemic and processing perspective, under the Theory of Subjectivity developed by González Rey ,analyzed in the educational trajectory of students identified with learning difficulties. Our goal is to analyze how the movement of subjectivity occurs in the processes of overcoming school learning difficulties. The research was conducted with three students from the early years of elementary school, through Multiple Case Study. We used conversational systems, instruments supported by written and unwritten inductors, informal moments, document analysis and observations in the school environment. We conclude that overcoming learning difficulties can be attained by the recognition of the student as subject, by the experiencing of conditions in favor of subjective sense production and by the reconfiguration of elements of subjectivity in students. These reflections may give support to define the development of subjectivity and subjective changes that impact and gain some stability, capable of triggering other changes, creating new levels of qualitative subjective organization.

Subjectivity development: analyzing histories of overcoming learning difficulties

In this article we discuss the subjectivity from a systemic and processing perspective, under the Theory of Subjectivity developed by Gonzalez Rey ,analyzed in the educational trajectory of students identified with learning difficulties. Our goal is to analyze how the movement of subjectivity occurs in the processes of overcoming school learning difficulties. The research was conducted with three students from the early years of elementary school, through Multiple Case Study. We used conversational systems, instruments supported by written and unwritten inductors, informal moments, document analysis and observations in the school environment. We conclude that overcoming learning difficulties can be attained by the recognition of the student as subject, by the experiencing of conditions in favor of subjective sense production and by the reconfiguration of elements of subjectivity in students. These reflections may give support to define the development of subjectivity and subjective changes that impact and gain some stability, capable of triggering other changes, creating new levels of qualitative subjective organization.In this article we discuss the subjectivity from a systemic and processing perspective, under the Theory of Subjectivity developed by González Rey ,analyzed in the educational trajectory of students identified with learning difficulties. Our goal is to analyze how the movement of subjectivity occurs in the processes of overcoming school learning difficulties. The research was conducted with three students from the early years of elementary school, through Multiple Case Study. We used conversational systems, instruments supported by written and unwritten inductors, informal moments, document analysis and observations in the school environment. We conclude that overcoming learning difficulties can be attained by the recognition of the student as subject, by the experiencing of conditions in favor of subjective sense production and by the reconfiguration of elements of subjectivity in students. These reflections may give support to define the development of subjectivity and subjective changes that impact and gain some stability, capable of triggering other changes, creating new levels of qualitative subjective organization.