Language, pedagogical estrategies and the subject of learning: subjective senses as the core of learning processes Cristina M. Madeira Coelho Universidade de Brasília Brasil

Point of departure: two recurrent aspects in educational researches The way students and teacher(s) use language in every day classroom routines AND The pedagogical strategies which organizes actions in teaching-learning processes

Theoretical point of view Principles and concepts of the cultural-historical perspective of Subjectivity developed by González Rey(2002, 2005, 2008). Subjectivity a psychological configuration in which are involved historical constructions and experiences of the subject. The singularity and the generator character of subjects in their psychological processes, as in learning As the author say: “Subjectivity is a complex system that expresses through subjective senses the diversity of social objectives aspects which enter in its formation” (González Rey, 2005, p.19)

The central point: an emotional- symbolic unit Those two aspects –language use and pedagogical strategies- cannot be understood out of an emotional-symbolic unity which is strongly evidenced both In respect to how students related to the continously process of learning AND As how teachers constitute themselves as professionals of teaching

Language use in everyday classroom It is not merely a semiotic structure being used; OR It is not merely an ideological institutional use; RATHER It is an continous exercise from within subjects and context singularities where those subjects construct their language in everyday life relationships: between subjects and language, between subjects in communicative interaction BUT BUT Has to be also understood in the way subjects organizes subjective senses from their own histories in relation to the interactive and institutional actual moment itself.

Teaching – learning strategies Knowledge of the student Knowledge of themselves Knowledge itself to be explored Pedagogical strategies planned/chosen by teachers must interwened Knowledge of ways of interact

So pedagogical strategies In everyday classroom activities are moments/spaces of the process of production subjective senses that characterize processes of (non-reprodutive) learning; Captured the subject of learning and allows the emergence of new subjective senses about learning generating new forms of being a learner.

Methodological point of view The Qualitative Epistemology (González Rey, 2005, 2012) Responds to the complexity required by the theme subjectivity It is developed under the main principles of interpretative-constructive perspective research as dialogical process.

The empirical research The Educational Observatory- CAPES The research INVOLVES: 96 students of second year of schooling in Basic Education (7/8y) 4 teachers of the public educational system in Brasília-DF OCCURS During the period INSTRUMENTS Participant-observation; psycho-pedagogical intervention, individuals meetings, collective meetings, teacher interviews, conversational informal moments

Teachers’ concerns School performance at “Provinha Brasil” in relation to success and promising future of students; Behavior of children in classroom; Commitment and responsability of students towards education; School knowledge acquired by them –teachers- in previous years; Operation and organization of spaces of the classroom and the institution; The importance of a peaceful and quiet setting to learning.

CONCLUSION Subjective senses and the social subjectivity Even recognizing and criticizing everyday aspects of the organization of the school as their institution, teachers were not able to face the problems and make the changes they recognize as importante for them and the children; TEACHERS ALIGN THEIR SUBJECTIVES SENSES ABOUT SCHOOL’S PROCESSESS CONSTRUCTING A SOCIAL SUBJECTIVITY ABOUT THIS PEDAGOGICAL CONTEXT

SOCIAL SUBJECTIVITY THIS SINGULAR SOCIAL SUBJECTIVITY EMPHAZISES TRADITIONALS FORMS OF TEACHING-LEARNING CHARACTERIZED BY REPRODUTIVE AND MEMORIALISTIC PRIORITY IN LANGUAGE USE AND XEROCOPIED ACTIVITIES AS THE MAIN PEDAGOGICAL STRATEGIES USED FOR ALL TEACHERS-PARTICIPANTS OF THE RESEARCH.

This is an “aperitif” of the symposium 33 not presented cause Profª Maria Carmen Tacca and Profª Luciana Oliveira could not be here. Thank you!