Abstract

Although there is much research regarding learning disabilities, the emphasis is mostly related to the cognitive-intellectual perspective, limiting the possibility of a complex approach in order to further advance in the comprehension of the problem. As a way to promote alternative understandings to this theme, this article reports on research carried out in the first year of school in a public school in Brazil. Its main objective was to comprehend how new subjective configurations emerge in that context, considering mainly the quality of human relationships established during the research in the classroom, taking into account as well the participant’s achievements in learning in this process. One of the cases studied is discussed in-depth. The theoretical and epistemological position on which the research was based was the theory of subjectivity, from a cultural-historical standpoint, and its epistemological and methodological proposition, qualitative epistemology and the constructive-interpretative method. Its main tools were conversational dynamics and diverse interactive sessions. Based on what was studied, advancements concerning subjective processes involved in the learning development are proposed, also expanding on the debate on the processuality of the child experiences and their own productions, which emerge in the course of their actions and that can create new elements to their subjective development in the school context.