Abstract
Interest in creative learning and its development has become a growing educational demand in our society. We employ the concept of creative learning that was proposed by Mitjáns Martínez based on the Theory of Subjectivity developed by González Rey. This chapter presents the theoretical construction process in the field with two case studies that sought to understand the emergence of creative learning by characterizing the subjective constitutions of the respective participants. The theoretical constructions that were produced are examples of the constructive-interpretive methodology under the aegis of Qualitative Epistemology. In the first case, the aim was to construct the subjective configuration of the action of learning in a basic education student’s creative learning process for reading and writing. In the second, the aim was to characterize the subjective configuration of the action of learning in a young woman who was participating in a non-formal educational activity related to scientific dissemination. In our interpretive constructions in these studies, we emphasize the heuristic value of the category of subjective configuration of action because it allows for theoretical constructions that can integrate—at the concrete moment of the learning action—subjective senses that are associated with the learner’s life history and new subjective senses that are produced during the learning action, which are, in turn, associated with the social subjectivity of where the learning occurs, the relational systems that develop during the learning process and the very course of the learning actions.
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Notes
- 1.
In a historical–cultural framework, subjectivity is a complex, open, and self-organized system of symbolic–emotional productions that is organized both at the individual level, in the individual's singular life trajectory, and at the social level, in social spaces where individuals act. These two scopes are reciprocally constituted in the complex and dynamic fabric of subjective configurations and senses in both the individual and the subjectivity associated with social spaces. They are the theoretical categories of individual subjectivity and social subjectivity, respectively (González Rey 2005a, 2010, 2011a).
- 2.
We emphasize that the meaning of nucleus of subjective senses in these studies differs from the original meaning (González Rey, 2005) as a structured and stable entity of subjective configuration. It is the authors' opinion that this original concept has already been surpassed in the evolution of González Rey’s thought, as expressed in his most recent work (González Rey and Mitjáns Martínez 2017). We use the category of nucleus of subjective senses to emphasize relationships of dominance between subjective senses in the subjective configuration.
- 3.
Central aspects of Qualitative Epistemology are presented in Chap. 2.
- 4.
We defined the ludic aspect as the subject’s personal, spontaneous, free, investigative, and voluntary relationship with learning. It is a relationship that allows one to escape real life through make-believe and an ability to be daring and to exceed your own experiences, as well as create your own rules and an imaginary scenario.
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de Almeida, P., Muniz, L.S. (2019). Subjective Configurations of Action and the Emergence of Creative Learning. In: González Rey, F., Mitjáns Martínez, A., Magalhães Goulart, D. (eds) Subjectivity within Cultural-Historical Approach. Perspectives in Cultural-Historical Research, vol 5. Springer, Singapore. https://doi.org/10.1007/978-981-13-3155-8_11
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