Maristela Rossato

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.

A subjetividade do professor e sua expressão nas ações e relações pedagógicas

O objetivo do artigo e analisar como esta constituida a subjetividade de professores, expressa em acoes e relacoes pedagogicas, qualificados como sujeitos no processo de ensino. A pesquisa foi metodologicamente orientada pela Epistemologia Qualitativa, visando estabelecer um olhar complexo e sistemico sobre o tema. Utilizou-se como recursos de investigacao o Complemento de Frases e a Entrevista com 05 (cinco) professores de ensino Medio e Superior. A partir dos resultados da pesquisa, foi possivel identificar que a subjetividade do professor, que se expressa em suas acoes e em suas relacoes pedagogicas, esta constituida por meio de elementos que sinalizam para o reconhecimento da importância das experiencias vividas, o enfrentamento de desafios como fator de mudanca, a busca constante da atualizacao do conhecimento, a consciencia dos proprios limites, a preocupacao com o bem-estar do outro e a consciencia de sua acao profissional na vida dos estudantes.

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.

A singularidade dos estudantes com deficiência intelectual frente ao modelo homogeneizado da escola: reflexões sobre o processo de inclusão

This paper aims to reflect on the uniqueness of students with intellectual disabilities in opposition to the homogenized school model to conceive learning processes. The intellectual disability assumes, in this scenario, a restrictive character, annulling the historical construction of disabled people. Theoretically, we turn to Gonzalez Rey Subjectivity Theory in order to have a base that enabled to recover the dialectical and complex character of the expression of the subject in the production of subjective sense. Methodologically we appealed to Qualitative Epistemology based on the dialogical, constructive-interpretative and unique character in the production of knowledge. We worked with a multiple case study, through observation of teaching practice, document analysis and used oral inducers to obtain expressions of the participants. In this paper the discussion is guided by the empirical movement of a teacher in searching conditions to promote the inclusion of students from special classes into regular schooling. It concluded that students with intellectual disabilities produce subjective senses about their school learning and can mobilize it or limit it, depending on the symbolic and emotional production process.

Dimensión subjetiva de la queja de dificultades de aprendizaje escolar

This article aims to contribute to the comprehension of the complexity of teaching and learning processes in relation to the complaint of learning difficulties in school, understood in its subjective dimension. The research was guided by the Qualitative Epistemology and the Subjectivity Theory of González Rey, both supported in the historical-cultural approach. The information production activities were carried out in a public school in the Distrito Federal, with two teachers. We emphasize, as a contribution of the research, that the subjective configurations permeate processes of sense production that can base conceptions of teaching, development, and learning, as well as guide actions and pedagogical relationships.This article aims to contribute to the comprehension of the complexity of teaching and learning processes in relation to the complaint of learning difficulties in school, understood in its subjective dimension. The research was guided by the Qualitative Epistemology and the Subjectivity Theory of Gonzalez Rey, both supported in the historical-cultural approach. The information production activities were carried out in a public school in the Distrito Federal, with two teachers. We emphasize, as a contribution of the research, that the subjective configurations permeate processes of sense production that can base conceptions of teaching, development, and learning, as well as guide actions and pedagogical relationships.

The subjective dimension of the complaint of school learning difficulties

This article aims to contribute to the comprehension of the complexity of teaching and learning processes in relation to the complaint of learning difficulties in school, understood in its subjective dimension. The research was guided by the Qualitative Epistemology and the Subjectivity Theory of González Rey, both supported in the historical-cultural approach. The information production activities were carried out in a public school in the Distrito Federal, with two teachers. We emphasize, as a contribution of the research, that the subjective configurations permeate processes of sense production that can base conceptions of teaching, development, and learning, as well as guide actions and pedagogical relationships.This article aims to contribute to the comprehension of the complexity of teaching and learning processes in relation to the complaint of learning difficulties in school, understood in its subjective dimension. The research was guided by the Qualitative Epistemology and the Subjectivity Theory of Gonzalez Rey, both supported in the historical-cultural approach. The information production activities were carried out in a public school in the Distrito Federal, with two teachers. We emphasize, as a contribution of the research, that the subjective configurations permeate processes of sense production that can base conceptions of teaching, development, and learning, as well as guide actions and pedagogical relationships.

A dimensão subjetiva da queixa de dificuldades de aprendizagem escolar

This article aims to contribute to the comprehension of the complexity of teaching and learning processes in relation to the complaint of learning difficulties in school, understood in its subjective dimension. The research was guided by the Qualitative Epistemology and the Subjectivity Theory of González Rey, both supported in the historical-cultural approach. The information production activities were carried out in a public school in the Distrito Federal, with two teachers. We emphasize, as a contribution of the research, that the subjective configurations permeate processes of sense production that can base conceptions of teaching, development, and learning, as well as guide actions and pedagogical relationships.This article aims to contribute to the comprehension of the complexity of teaching and learning processes in relation to the complaint of learning difficulties in school, understood in its subjective dimension. The research was guided by the Qualitative Epistemology and the Subjectivity Theory of Gonzalez Rey, both supported in the historical-cultural approach. The information production activities were carried out in a public school in the Distrito Federal, with two teachers. We emphasize, as a contribution of the research, that the subjective configurations permeate processes of sense production that can base conceptions of teaching, development, and learning, as well as guide actions and pedagogical relationships.

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.