Subjective development process as a path to school learning: the classroom as a dialogic relational context (El proceso de desarrollo subjetivo como un camino para el aprendizaje escolar: el aula como un contexto relacional-dialógico)

Abstract This paper aims to discuss the subjective development process of a child in the classroom, considering aspects that have facilitated school learning. A case study is presented of a second-year student in a public elementary school in Brazil, who, at the beginning of the research, had difficulties with socialization and learning. The theoretical framework used is the Theory of Subjectivity, within a cultural-historical approach, together with its epistemological and methodological proposals, Qualitative Epistemology and the constructive-interpretative method. The main instruments were conversational dynamics and various interactive sessions, which have been expanded to the classroom context, since they generated valuable dialogical, social and relational context. The participant has become active, has gained her place in the classroom, has engaged in activities, and has thus significantly advanced in her learning. The outcomes achieved by the child point to the importance of creating everyday pedagogical strategy contexts which are less expositive and more dialogical, so new networks of relationships favour the coordination of operational processes of learning with processes of subjective development.