Subjectivity within Cultural-Historical Approach: Theory, Methodology and Research (Perspectives in Cultural-Historical Research Book 5)

"This book offers a theoretical and epistemological-methodological framework as an alternative approach to the instrumental-descriptive methodology that has prevailed in psychology to date. It discusses the differences between the proposed approach and other theoretical and methodological positions, such as discourse analysis, phenomenology and hermeneutics. Further, it puts forward a proposal that allows the demands of studying subjectivity to be addressed from a cultural-historical standpoint. The book mainly highlights case studies that have been conducted in various countries, and which employ or depart from the theoretical, epistemological and methodological proposals that guide this book. The research discussed here introduces readers to new discussions on theoretical and methodological issues in subjectivity that have increasingly attracted interest". -- OhioLink Foreword 6 Contents 12 About the Editors 14 Theoretical and Methodological Questions About the Study of Subjectivity 16 1 The Topic of Subjectivity Within Cultural–Historical Approach: Where It Has Advanced from and Where It Is Advancing to 17 References 29 2 Subjectivity as a New Theoretical, Epistemological, and Methodological Pathway Within Cultural-Historical Psychology 34 2.1 Introduction 34 2.2 The Overlooked Articulation Between Theory, Epistemology and Methodology in Cultural–Historical Psychology 36 2.3 Advancing a Theoretical Proposal on Subjectivity: Theory, Epistemology, and Methodology 40 2.4 Some Final Comments 47 References 47 3 The Constructive-Interpretative Methodological Approach: Orienting Research and Practice on the Basis of Subjectivity 50 3.1 Introduction 50 3.2 Advancing on a Constructive-Interpretative Methodology 54 3.3 Constructive-Interpretative Research: Difficulties and Advances 62 3.4 Some Final Comments 70 References 71 4 Subjectivity and Perezhivanie: Empirical and Methodological Challenges and Opportunities 74 4.1 Introduction 74 4.2 Perezhivanie: P1 and P2 75 4.2.1 Perezhivanie as a Phenomenon (P1): Challenges and Implications 75 4.2.2 Perezhivanie as P1: Implications for Empirical Research 76 4.2.3 P1 and Theory of Subjectivity: New Avenues for Dialogue 78 4.2.4 How P1 Might Enrich the Research of Subjective Configuration? 79 4.3 Perezhivanie (P2) as a Theoretical Concept and a Tool to Study the Process of Development 82 4.3.1 Vygotsky’s Example: How P2 Works as an Analytical Tool 83 4.3.2 P2: Analysing Vygotsky’s Analysis 85 4.3.3 Introducing Dramatic Perezhivanie 87 4.3.4 Dramatic Perezhivanie: Possible Implications for Empirical Research 89 4.3.5 Perezhivanie, Social Situation of Development and Social Subjectivity: Points of Intersections 90 4.4 Dialectics of Development: Overcoming Dualism and Social Determinism 91 4.4.1 Dualism, Monism, Dialectics 92 4.4.2 Social Determinism or Self-Determinism? 93 References 94 Subjectivity Within the Study of School Processes 97 5 Subjectivity in a Cultural-Historical Perspective: New Theoretical Insight on Educational Processes and Practices 98 5.1 Introduction 99 5.2 New Understandings of Aspects of the Educational Process, from the Perspective of the Theory of Subjectivity 100 5.3 Learning as a Complex Subjective Production: The Emergence of the Subject and the Production of Subjective Senses 101 5.4 Social Relationships as a Space for Manifesting Subjectivity 104 5.5 Training Teachers: Teachers’ Processes of Subjective Constitution and the Relationship Between Theory and Practice 106 5.6 Conclusion 109 References 110 6 The Role of Subjectivity in the Process of School Innovation 112 6.1 Introduction 112 6.2 The Research 114 6.3 The Principal’s Participation in the Configuration of the School’s Social Subjectivity 116 6.4 Final Considerations 124 References 124 7 Changes in Teacher Subjectivity in the Context of Inclusive Education 127 7.1 Introduction 128 7.2 Methodology 129 7.3 Bárbara, the Teacher 130 7.4 Final Considerations 138 References 139 8 Sexual Diversity, School, and Subjectivity: The Irrationality of the Dominant Rationale 142 8.1 Introduction 142 8.2 The Importance of Subjectivity for the Study of Sexual Education 143 8.3 Method 145 8.4 Constructing and Discussing the Subject Matter of the Research During the Fieldwork 146 8.5 Censorship and Discrimination: The Subjective Dimension in Action 151 8.6 Final Considerations 154 References 155 9 The Role of Subjectivity in Understanding Teacher Development in a Scientific Playworld: The Emotional and Symbolic Nature of Being a Teacher of Science 157 9.1 Introduction 158 9.2 Scientific Playworlds 159 9.3 Social Productions and Pathways 161 9.3.1 Emotional Nature of Teaching and Learning—Doing Something Different as a Source of Development 162 9.3.2 Teacher as the Authority or the Play Partner—Performing Who You Are Becoming 163 9.3.3 Conceptualising and Enacting a New Relation—The Contradiction Between the Real Role and the Play Role of the Teacher 164 9.3.4 The Contradiction of not Interfering in Children’s Play but Intentionally Teaching Concepts—Smuggling in Content 165 9.3.5 Humanising Science—The Emotional Nature of a Scientific Playworld 166 9.3.6 Conclusions 169 References 170 10 The Role of Subjectivity for Understanding Collaborative Dialogue and Cultural Productions of Teachers in International Schools 173 10.1 Introduction 173 10.2 Conceptualizing Culture 174 10.3 Theoretical Framework 176 10.4 Qualitative Methodology 177 10.5 Method 178 10.6 Tools of the Research 180 10.7 Cultural Productions 180 10.7.1 Dialogue as the Source of Social Productions of Cultural Diversity 180 10.7.2 The Social Production of Cultural Belonging 183 10.8 Conclusions 186 References 187 Subjectivity and Learning Processes 189 11 Subjective Configurations of Action and the Emergence of Creative Learning 190 11.1 Introduction 191 11.2 Creative Learning 192 11.3 Methodological Approach 193 11.4 Case Studies 194 11.4.1 Case Study of Gabriel 194 11.4.2 Characterization of Gabriel 194 11.4.3 Case Study of Camile 197 11.4.4 Final Considerations 202 References 203 12 Relational Dynamics in Overcoming School Learning Difficulties 205 12.1 Introduction 205 12.2 Overcoming Learning Difficulties Through New Relational Dynamics: Case Studies 209 12.2.1 The Case of Daniel 209 12.2.2 The Case of Michael 213 12.3 The Other as an Affective Presence in the School Learning Process: Final Reflections 215 References 217 13 Discussing Subjectivity in Undergraduate and Graduate Education 220 13.1 Introduction 220 13.2 A Brief Overview of the Learning Category from the Perspective of the Theory of Subjectivity 221 13.3 Motivation as a Subjective Configuration that Mobilizes Learning 223 13.4 Constructing the Information: The Cases of Márcia and Juliana 223 13.5 Final Considerations 230 References 231 Subjectivity, Psychotherapy and Health Studies 234 14 Subject and Subjectivity in Psychotherapy: A Case Study 235 14.1 Introduction 235 14.2 Case Study 239 14.3 Final Remarks 245 References 246 15 Health and Performance: The Omission of Subjectivity and Education in Sport Practice 249 15.1 Introduction 249 15.1.1 Methodological Approach 250 15.1.2 Technicality in the Construction of Knowledge: Omitting the Singularity as an Explanatory Possibility in the Complexity of Corporal Practices 252 15.2 Omitting the Athlete ́s Subjective Condition Due to the Preponderance of Performance: The Potential for Sports Practice as a Multidimensional Space that Is Subjectively Configured 255 15.3 Final Remarks 259 References 261 16 Studying Subjectivity in Mental Health Services: Education, Subjective Development and the Ethics of the Subject 263 16.1 Introduction 263 16.1.1 Implications of the Theory of Subjectivity for Mental Health Care 265 16.1.2 Education, Subjective Development and Ethics of the Subject Within Mental Health Care 266 16.1.3 Mental Health Services as Social Subjective Systems 267 16.1.4 Case Study 268 16.1.5 Final Remarks 274 References 275 Front Matter ....Pages i-xiv Front Matter ....Pages 1-1 The Topic of Subjectivity Within Cultural–Historical Approach: Where It Has Advanced from and Where It Is Advancing to (Fernando González Rey, Albertina Mitjáns Martínez, Daniel Magalhães Goulart)....Pages 3-19 Subjectivity as a New Theoretical, Epistemological, and Methodological Pathway Within Cultural-Historical Psychology (Fernando González Rey)....Pages 21-36 The Constructive-Interpretative Methodological Approach: Orienting Research and Practice on the Basis of Subjectivity (Fernando González Rey, Albertina Mitjáns Martínez)....Pages 37-60 Subjectivity and Perezhivanie: Empirical and Methodological Challenges and Opportunities (Nikolai Veresov)....Pages 61-83 Front Matter ....Pages 85-85 Subjectivity in a Cultural-Historical Perspective: New Theoretical Insight on Educational Processes and Practices (Cristina M. Madeira-Coelho, Maria Carmen V. R. Tacca)....Pages 87-100 The Role of Subjectivity in the Process of School Innovation (Luciana de Oliveira Campolina, Albertina Mitjáns Martínez)....Pages 101-115 Changes in Teacher Subjectivity in the Context of Inclusive Education (Geandra Cláudia Silva Santos, Albertina Mitjáns Martínez)....Pages 117-131 Sexual Diversity, School, and Subjectivity: The Irrationality of the Dominant Rationale (Fernando González Rey, Jorge Eduardo Moncayo Quevedo)....Pages 133-147 The Role of Subjectivity in Understanding Teacher Development in a Scientific Playworld: The Emotional and Symbolic Nature of Being a Teacher of Science (Marilyn Fleer)....Pages 149-164 The Role of Subjectivity for Understanding Collaborative Dialogue and Cultural Productions of Teachers in International Schools (Megan Adams, Marilyn Fleer)....Pages 165-180 Front Matter ....Pages 181-181 Subjective Configurations of Action and the Emergence of Creative Learning (Pilar de Almeida, Luciana Soares Muniz)....Pages 183-197 Relational Dynamics in Overcoming School Learning Difficulties (Marília dos Santos Bezerra, Maristela Rossato)....Pages 199-213 Discussing Subjectivity in Undergraduate and Graduate Education (José Fernando Patino Torres, Elias Caires de Souza)....Pages 215-228 Front Matter ....Pages 229-229 Subject and Subjectivity in Psychotherapy: A Case Study (Valéria Deusdará Mori, Daniel Magalhães Goulart)....Pages 231-244 Health and Performance: The Omission of Subjectivity and Education in Sport Practice (Laura Rojas Vidaurreta, Jonatas Maia da Costa)....Pages 245-258 Studying Subjectivity in Mental Health Services: Education, Subjective Development and the Ethics of the Subject (Daniel Magalhães Goulart, Fernando González Rey)....Pages 259-273