Abstract
Studying subjectivity in a cultural–historical framework allows us to view learning as a process for producing subjective senses. In this sense, learning can be understood according to its processuality and its different affective states. Including subjectivity in research is an alternative for signifying the types of processes that have a specific symbolic–emotional quality. This chapter aims to analyze how the quality of relationships with the other can mobilize subjective development processes in students who have learning difficulties. Using case studies, we discuss the way in which research fostered the emergence of new productions of subjective senses that were related to learning, as a constituent dimension in a communicative space. Based on the analyses, what drives learning is not directly related to an operational condition but is a need that arises from the subjective field. Being affectively involved with learning made it impossible for participants to develop alternative subjective senses when they were confronted with their difficulties. However, over the course of the research process, as the social context of the study became a space that was conducive to development, the children felt affectively accepted and were more positively engaged with learning.
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Notes
- 1.
Social subjectivity is defined by González Rey as a “complex system of the subjective configuration of different spaces of social life that, in their expression, are strictly articulated to each other, defining complex social subjective configurations” (González Rey 2005, p. 203).
- 2.
In Brazil, learning difficulties affect thousands of Basic Education students. Data from 2015 indicate that 6.8% of students in the early years of primary school (6–10 years old) failed or dropped out of school, which increased to 14.3% in the final years of primary school (11–14 years old). In secondary school (15–17 years old), this figure increased to 18.3%.
- 3.
Subjective configurations are complex forms for organizing subjective senses that result from individual and social subjectivation processes. In this sense, subjective configurations are constituted through symbolic–emotional organization, which auto-generates a specific type of psychic process (González Rey 2007).
- 4.
Qualitative epistemology is grounded on the understanding that knowledge production is a constructive–interpretive process. This study is characterized by a dialogical communication process and the singular is legitimized as a source for knowledge production.
- 5.
The movement of subjectivity in overcoming learning difficulties (Rossato 2009).
- 6.
Sentence completion includes a group of short incomplete sentences that are organized through direct and indirect contents, which should be answered with the first idea that occurs to the participant.
- 7.
An instrument created by Cardinalli (2006). It asks participants to associate different situations to one or more types of feelings. This activity made it possible to provide information that sustained constructive interpretations on how the student configures subjectively family and school spaces. The instrument was adapted and was applied in the form of illustrated cards.
- 8.
The memory game consists of pieces that have a figure on one side. Each figure is repeated on two different pieces. The puzzle is a game in which a player must solve a proposed problem. In this type of game, reasoning is much more important than a student's responsiveness and can be used to investigate the production of intellectual processes, in addition to traditional school activities.
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dos Santos Bezerra, M., Rossato, M. (2019). Relational Dynamics in Overcoming School Learning Difficulties. In: González Rey, F., Mitjáns Martínez, A., Magalhães Goulart, D. (eds) Subjectivity within Cultural-Historical Approach. Perspectives in Cultural-Historical Research, vol 5. Springer, Singapore. https://doi.org/10.1007/978-981-13-3155-8_12
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