Abstract
This chapter focuses on educational innovation from the perspective of the theory of subjectivity from a cultural-historical standpoint. Special attention is given within this theoretical reference to the concepts of social subjectivity and the subject. Based on a study conducted at a school in Brazil, this chapter aims to understand the principal’s role in the configuration of social subjectivity of an innovative school institution. The research was based on a qualitative epistemology approach and the constructive-interpretative method. Teachers, students, and family members of students and members of the school administration participated in the research. The research instruments included the researcher’s presence during complete school days as well as conversational dynamics, document analysis, and written instruments. Indicators and hypotheses were constructed in relation to how the principal acts as the primary transformational agent of this innovative school’s social subjectivity by taking actions that encourage changes in the school’s social functioning. The study’s conclusions highlight the role of individual subjects in the social fabric that impacts on changes in social subjectivity. Finally, the theory of subjectivity makes it possible to understand the innovative processes based on the production of social subjective configurations that are conducive to innovation.
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Notes
- 1.
This was formed by 20 students and a teacher who joins the group once a week with different learning activities, over the course of 4 years.
- 2.
This is a term used to designate people in the school context, such as teachers, students, family members of school students, employees, and school staff.
- 3.
All names are fictitious.
- 4.
This is the higher educational board in the school where the main pedagogical decisions are taken.
- 5.
This is a body that includes the principal and student, parent, teacher and staff representatives. It has created opportunities for the school community to participate in decisions, establish goals, and identify solutions to the school’s problems. Law 2565/08. Retrieved from https://pt.scribd.com/doc/127174401/Portaria-2565-SMS-2008-Conselho-EscolaFA.
- 6.
This is a guiding reference for all areas of the school’s educational activity. Its development required the participation of the members that compose the school community.
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Campolina, L.O., Mitjáns Martínez, A. (2019). The Role of Subjectivity in the Process of School Innovation. 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_6
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