THE CONSTITUTION OF THE SUBJECT IN EDUCATION: LANGUAGE, ALTERITY, AND NARRATIVE IDENTITY IN PAUL RICOEUR, MIKHAIL BAKHTIN, AND LUDWIG WITTGENSTEIN

Abstract

This article investigates the constitution of the subject in the educational process based on language understood as a discursive, dialogical, and narrative practice. Situated within the field of philosophy of education, the study problematizes traditional models of teaching centered on the transmission of content, arguing that such approaches are insufficient to account for the relational, interpretative, and ethical dimensions of human formation. The research problem consists of analyzing how the articulation between language games in Ludwig Wittgenstein, dialogism in Mikhail Bakhtin, and narrative identity in Paul Ricoeur makes it possible to rethink education as a process of subject constitution. The hypothesis is that the subject is not prior to educational practices, but rather emerges within linguistic mediations, in which meaning is produced, negotiated, and reinterpreted. Methodologically, this is a qualitative study of a theoretical-philosophical nature, guided by the hermeneutic method and based on a bibliographic analysis of the works of the selected authors. As a result, it is shown that the articulation between language, alterity, and narrative—marked by convergences, but also by productive theoretical tensions among the different approaches—makes it possible to understand education as a hermeneutic practice, in which processes of recognition, interpretation, and ethical formation are constituted. It is concluded that this approach contributes to overcoming instrumental models of teaching, reaffirming the centrality of language in the constitution of the subject and in the development of more critical, dialogical, and ethically oriented educational practices.