Relational Dynamics in Overcoming School Learning Difficulties

Bezerra, Marília dos Santos; Rossato, Maristela

doi:10.1007/978-981-13-3155-8_12

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“…En este sentido, también propone avanzar en términos de producciones teóricas que retan las nociones reificadas mediante las cuales la educación escolar se percibe al nivel de transmisión de contenidos (Tacca & González Rey, 2008). Estas nociones a menudo terminan impactando en la forma en que las relaciones humanas se configuran en el aula, de modo que al integrar la importancia del desarrollo de la subjetividad se analizan nuevas posibilidades para concebir el espacio del aula como social, relacional, y en favor del desarrollo subjetivo (Bezerra & Rossato, 2019; Oliveira & González Rey, 2019).…”

Section: El Proceso De Desarrollo Subjetivo Como Un Camino Para El Ap...unclassified

“…In this sense, it also proposes to advance in terms of theoretical productions that challenge the reified notions by which school education is perceived at the level of content transmission (Tacca & González Rey, 2008). These notions often end up impacting the way human relations are configured in the classroom, so that by encompassing the importance of the development of subjectivity, new possibilities for conceiving classroom space as social, relational and in favour of subjective development are discussed (Bezerra & Rossato, 2019; Oliveira & González Rey, 2019).…”

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Subjective development process as a path to school learning: the classroom as a dialogic relational context (El proceso de desarrollo subjetivo como un camino para el aprendizaje escolar: el aula como un contexto relacional-dialógico)

Martins-do-Carmo-de-Oliveira

Massot-Madeira-Coelho

2020

Studies in Psychology

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This paper aims to discuss the subjective development process of a child in the classroom, considering aspects that have facilitated school learning. A case study is presented of a second-year student in a public elementary school in Brazil, who, at the beginning of the research, had difficulties with socialization and learning. The theoretical framework used is the Theory of Subjectivity, within a cultural-historical approach, together with its epistemological and methodological proposals, Qualitative Epistemology and the constructive-interpretative method. The main instruments were conversational dynamics and various interactive sessions, which have been expanded to the classroom context, since they generated valuable dialogical, social and relational context. The participant has become active, has gained her place in the classroom, has engaged in activities, and has thus significantly advanced in her learning. The outcomes achieved by the child point to the importance of creating everyday pedagogical strategy contexts which are less expositive and more dialogical, so new networks of relationships favour the coordination of operational processes of learning with processes of subjective development. RESUMENEl objetivo de este artículo es analizar el proceso de desarrollo subjetivo de una niña en el aula, considerando los aspectos que han facilitado el aprendizaje escolar. Se presenta el estudio de un caso de una alumna de segundo curso de una escuela pública de educación primaria en Brasil, quien al comienzo de la investigación tenía dificultades de socialización y aprendizaje. El marco teórico empleado es la Teoría de la Subjetividad, dentro de un enfoque cultural-histórico, junto con sus propuestas epistemológicas y metodológicas, la Epistemología Cualitativa y el método constructivo-interpretativo. Los instrumentos principales fueron la dinámica conversacional y diversas sesiones interactivas, que se han ampliado al contexto del aula debido a que generaron un valioso contexto dialógico, social y relacional. La participante ha ARTICLE HISTORY

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