Teacher´s subjectivity and dialogues concerning childhood: meetings, listenings and education

Abstract

This work aims to explore the aspects that integrate the subjective constitution of elementary school teacher, from the perspective of Gonzalez Rey’s theory of subjectivity. This cultural historic approach of subjectivity focuses on the singularity of the subject’s learning processes, which he expresses in his capacity to create his own life course and to produce subjective sense before his life experiences. This research had methodological and epistemological inspiration on Gonzalez Rey’s Qualitative Epistemology. The school emerges as a relational space, where the teacher develops his practice of teaching throughout his interaction with other teachers, children and their families. To conclude, we suggest that being a teaching integrates a process of subjective constitution and discovery of oneself and the other.