SUBJECTIVE EDUCATIONAL DEVELOPMENT

Abstract

The central aim of this article was to understand how subjective development is configured in children in the first year of elementary school, focusing on the human relationships built in the classroom, the space chosen for this research. To this end, we used the Theory of Subjectivity, from a cultural-historical perspective, and its epistemological and methodological proposal. Qualitative Epistemology and the constructive-interpretive method, conceived by González Rey, to study children who develop and their links to the configurational process of human subjectivity. In the course of the research, elements that were part of everyday life in the classroom were covered, as well as life history outside the school context and culture, whose understanding emerged in the subjective productions of the participating children, both aged seven, who faced relational challenges, isolating themselves or becoming disinterested in the activities proposed in the classroom. The instruments used were mainly conversational dynamics and various interactive sessions. In general, the subjective configuration of development, which was generated from the affectionate, dialogic relationships between the researcher, the children and the teacher in the classroom, made it possible to understand the different positions of the participants, who became active, who conquered space in the classroom, who established friendships and engaged in the proposed activities, with significant progress in relation to learning to read and write. As a result, it was possible to make progress in relation to the dichotomy that is apparent in different theories that study developmental processes in children, especially with regard to the articulation of educational processes and school teaching and learning. In addition, to provoke some theoretical reflections on the classroom as a social space for subjective development, and its importance beyond the assimilation of content. It also shows the importance of dialog and the quality of relationships in this space. It also proposes advances with regard to existing theoretical and epistemological representations on the subject of child development and its relationship with school educational processes, with a deeper discussion of the processuality of children's experiences and the productions that emerge in the course of their actions, which can generate new elements for their subjective development in the school context.