A aprendizagem criativa do sujeito: um estudo à luz da Didática Desenvolvimental e da Teoria da Subjetividade

Abstract

It is addressed in this study a theoretical discussion regarding one’s learning process as a creative production, anchored in the theoretical principles of the Developmental Didactics and in the Theory of Subjectivity, which has a historical and cultural theoretical framework, under the claims from the studies made by L. S. Vigotski as well as the studies derived from Elkonin-Davidov-Repkin’s didactic system, and the work done by F. Gonzalez Rey. In this research, it was done a study about the concepts regarding the learning process, development, and creativity, which are discussed by the aforementioned authors, as well as an analysis of the theoretical confluences concerning the idea of subject of the learning process. This paper pointed the hypothesis that the human being learns in a single way, when he emerges as a subject in the activity, thus producing in a subjective manner. Resulted from this hypothesis, there is the issue of this research, which is related to the human learning process as always being an act of creative production. As a consequence, other matters emerge: if the child is a subject of their own learning and if only the subject learns. The general aim of this paper has been focused on investigating the production of a child’s creative learning process in the Activity of Study. The methodology was configured through a field research, in which it was developed a case study with fifteen children who are in their first grade of elementary school in a public school, in order to conceive, implement and evaluate an Activity of Study allied to the field of mathematics, considering the subjectivity of the being. The principles of the Constructive and Interpretive Methodology approach were used, attached to the Theory of Subjectivity and also the Qualitative Epistemology for the construction and interpretation of the learning process, for the preparation and analysis of the case study indicators, and for the hypothetical constructions of the learning process from the point of view of didactics. In light of the interpretation of the case study, two indicators were developed regarding the creative learning of the being: the relation between the intention and the act in the development of the purpose in the Activity of Study; the indicator of the emotional and symbolic unit in the Activity of Study; and the mutual existence between the subject and the activity. As a result of the constructive and interpretive analysis, it has been understood that the learning process consists of subjective and creative production in the person’s actions as a subject, since the moment of the elaboration of the purpose of the activity. Thus, it is considered that this research promotes contribution to the Activity of Study, as it reveals the existence of the emotional aspect in correlation with the symbolic one; it also contributes to the Theory of Subjectivity, as to the way of conceiving the creative learning; and to the Mathematical Didactics, as it proposes an Activity of Study considering the subjective productions. Finally, it is highlighted the importance of the didactic organization, done by the educator, as a way to potentialize the student’s creative learning, considering the child as a concrete, singular, historical, and social subject, in a dialogic, dialectic, recursive, and subjective process in the multiplicity of relations which are established.