The configuration of social subjectivity in an innovative educational institution in Brazil
Campolina, Luciana de Oliveira
Mitjáns Martínez, Albertina
10.4225/03/58100484489c4
https://bridges.monash.edu/articles/journal_contribution/The_configuration_of_social_subjectivity_in_an_innovative_educational_institution_in_Brazil/4060095
The aim of this article is to present a case study of an innovative school and illustrate how social aspects, in their subjective dimension, participate in educational innovation. According to the theoretical propositions from González Rey's cultural-historical theory of subjectivity, social aspects in the life of groups, institutions, communities, and social spheres in general, are expressed as subjective production, constituting what is called social subjectivity. We will focus on this category for our study of educational innovation, which is understood as the implementations of changes in the school setting. We carry out research in an innovative Brazilian school using Qualitative Epistemology for the study of subjectivity, and research tools such as documents, conversational dynamics, and questionnaires with directors, teachers, parents, and students as well as observations and informal chats by the researcher in the school's daily life. The creation of indicators and hypotheses allowed us to demonstrate a set of representations, values, beliefs, and emotions which are subjectified in different ways by individuals and groups, and which permeate their actions and interactive exchanges and contribute to understanding the innovation process that characterises the school.<div><br></div><div><div>International Research in Early Childhood Education, vol. 7, no. 1, p. 182-200</div></div>
2016-10-26 01:18:56
monash:172949
1959.1/1278233
Cultural-historical theory
Social aspects
Subjectivity
School
Educational innovation
collection(s) Monash University Faculty of Education papers
collection(s) IRECE Journal
text
journal article
1838-0689