Twenty-sixth International Conference on Learning

Abstract

This paper has as its main objective explain the subjective configurational movement in the classroom, considering processes that have led to the emergence of a subjective configuration that became a source of subjective development, which among other things, facilitated learning. To illustrate this objective, a study case of a student in the 1st year of an elementary school in Brasília is presented. The theoretical position on which the research was based was the Theory of Subjectivity, from a cultural-historical standpoint, together with its epistemological and methodological proposition, Qualitative Epistemology and the constructive-interpretative method. The main tools used were conversational dynamics and diverse interactive sessions, which resulted in a dialogical, relational and subjective space, with the aim of following the unique expression of the child in the classroom. The subjective configuration of development that began to take place in the course of the research, allowed to understand many of the participant´s positions, which became active, conquered space in the classroom and engaged in the proposed activities, leading to significant advancements in relation to the learning of reading and writing. The results pointed to a new perspective with regard to learning difficulties, while simultaneously combining unique life histories, conception, experiences and forms of sociability as aspects to be considered from a complex optic, beside narrow, universal and deterministic concepts regarding the child and his/her school development. Therefore, it refers to situate the development process within the student´s everyday life, and not apart from it.