Theory of Subjectivity and Learning: Possibilities and Perspectives

Abstract

The chapter highlights the scope of González Rey’s Theory of Subjectivity regarding its thoughts, actions, and practices in the educational field. The focus will fall upon the identification of the learning processes that gain a new understanding when addressed in the context of and links with the processes of subjectification of the person involved with the learning experience. We shall argue that the learning process goes far beyond what happens in the classroom, as events go follow a historical timeline, that is inserted in a culture, in a network of experiences that need to be observed and understood in its constitutive complexity. It is important to indicate that the teaching–learning process must be structured by pedagogical strategies that include listening and giving voice to students, considering that they are continuously producing subjective senses based on the experiences they undergo. The constructive-interpretative analysis of a case indicates the close articulation between individual and social subjectivity and seeks to unravel the subjective productions in the learning process, enabling recognition of continuous movements in the learners who begin to coordinate their own learning, which leads them unto new possibilities in their subjective development process.