O SENTIDO SUBJETIVO DO APRENDER

Abstract

Considering that knowledge acquisition processes happen in a social, historical and cultural context, the learning process is understood as a form of dynamic subjective production connected to the reality and life story of the learner. The aim of this study is to try to understand how this process is absorbed subjectively by children in the first grades of primary school. It is qualitative research based on Cultural-historical Psychology and the data was compiled through indicators that, along the constructive-interpretative process, lead to an understanding of the investigated phenomena. This study was perfomed in a public school in Goiânia, Goiás, in the context of two first grade classes. A group of four children participated in a more effective way in this research. These children were evaluated by their teacher as learners with many difficulties in the learning process. The study was developed over a six month period in the school under study observing school activities inside the classroom and in other school facilities. Taping and filming of classroom situations and semiorganized interviews with teachers, school children, coordinators and family members of each child were used. Structured situations were worked with as the video-interviews with children and teachers. The knowledge produced in this study from the articulation of different indicators point to important elements in the understanding of the child subjective absorption process, among which are: the inclusion of the child that shows a differentiated performance in a cyclic process of social exclusion, the learning process being constituted by a group of emotion that set off successful accomplishment or that trigger the rupture of cultural paterns; and the prejudice relations throughout the learning movement creating subjection of impotence on the part of the learner.