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…mehr
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.
Professor Fernando Luís González Rey is a professor at the Faculty of Education and Health Sciences, University Center of Brasília, Brazil, and senior associate professor at the Faculty of Education of the University of Brasília. He is coordinator of the research group "Subjectivity in Health and Education" at the University of Brasília. His main research interest is in the advancement of theory on subjectivity from a cultural-historical standpoint based on research into education, health and social subjective realities. Prof Albertina Mitjáns Martínez is a collaborating researcher at the University of Brasilia and a permanent professor in the university's Education program. She is also a faculty member of the Specialization in Clinical Psychopedagogy at the University of Buenos Aires. She has considerable experience and has produced numerous publications in the areas of Psychology and Education from a historical-cultural perspective, with an emphasis on Creativity and Innovationand School Psychology, especially regarding: creativity and innovation in different contexts, learning, subjectivity and atypical development. Prof Daniel Magalhães Goulart has extensive research and teaching experience in the areas of Psychology, Education, Human Development and Subjectivity. He is an Associate Professor of Psychology at the University Center of Brasília (FACES / UniCEUB). With regard research work, his focus is on the development of subjective processes involved in mental health care and education, as well as epistemological, methodological and theoretical issues involved in the articulation of these fields.
Part I Theoretical and methodological questions about the study of subjectivity.- 1 The topic of subjectivity within cultural-historical approach: Where it has advanced from and where it is advancing to.- 2 Subjectivity as a new theoretical, epistemological, and methodological pathway within cultural historical psychology.- 3 The constructive-interpretative methodological approach: Orienting research and practice on the basis of subjectivity.- 4 Subjectivity and perezhivanie: Empirical and methodological challenges and opportunities.- Part II Subjectivity within the study of school processes.- 5 Subjectivity in a cultural-historical perspective: New theoretical insight on educational processes and practices.- 6 The role of subjectivity in the process of school innovation.- 7 Changes in teacher subjectivity in the context of inclusive education.- 8 Sexual diversity, school and subjectivity: The irrationality of the dominant rationale.- 9 The role of subjectivity in understanding teacher development in a Scientific Playworld: The emotional and symbolic nature of being a teacher of science.- 10 The role of subjectivity for understanding collaborative dialogue and cultural productions of teachers in international schools.- Part III Subjectivity and learning processes.- 11 Subjective configurations of action and the emergence of creative learning.- 12 Relational dynamics in overcoming school learning difficulties.- 13 Discussing subjectivity in undergraduate and graduate education.- Part IV Subjectivity, psychotherapy and health studies.- 14 Subject and subjectivity in psychotherapy: A case study.- 15 Health and performance: The omission of subjectivity and education in sport practice.- 16 Studying subjectivity in mental health services: Education, subjective development and the ethics of the subject.
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