Subjectivity within Cultural-Historical Approach

1. Front Matter

   Pages i-xiv

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2. Theoretical and Methodological Questions About the Study of Subjectivity

   1. Front Matter

      Pages 1-1

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   2. The Topic of Subjectivity Within Cultural–Historical Approach: Where It Has Advanced from and Where It Is Advancing to

      • Fernando González Rey, Albertina Mitjáns Martínez, Daniel Magalhães Goulart

      Pages 3-19

   3. Subjectivity as a New Theoretical, Epistemological, and Methodological Pathway Within Cultural-Historical Psychology

      • Fernando González Rey

      Pages 21-36

   4. The Constructive-Interpretative Methodological Approach: Orienting Research and Practice on the Basis of Subjectivity

      • Fernando González Rey, Albertina Mitjáns Martínez

      Pages 37-60

   5. Subjectivity and Perezhivanie: Empirical and Methodological Challenges and Opportunities

      • Nikolai Veresov

      Pages 61-83

3. Subjectivity Within the Study of School Processes

   1. Front Matter

      Pages 85-85

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   2. Subjectivity in a Cultural-Historical Perspective: New Theoretical Insight on Educational Processes and Practices

      • Cristina M. Madeira-Coelho, Maria Carmen V. R. Tacca

      Pages 87-100

   3. The Role of Subjectivity in the Process of School Innovation

      • Luciana de Oliveira Campolina, Albertina Mitjáns Martínez

      Pages 101-115

   4. Changes in Teacher Subjectivity in the Context of Inclusive Education

      • Geandra Cláudia Silva Santos, Albertina Mitjáns Martínez

      Pages 117-131

   5. Sexual Diversity, School, and Subjectivity: The Irrationality of the Dominant Rationale

      • Fernando González Rey, Jorge Eduardo Moncayo Quevedo

      Pages 133-147

   6. The Role of Subjectivity in Understanding Teacher Development in a Scientific Playworld: The Emotional and Symbolic Nature of Being a Teacher of Science

      • Marilyn Fleer

      Pages 149-164

   7. The Role of Subjectivity for Understanding Collaborative Dialogue and Cultural Productions of Teachers in International Schools

      • Megan Adams, Marilyn Fleer

      Pages 165-180

4. Subjectivity and Learning Processes

   1. Front Matter

      Pages 181-181

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   2. Subjective Configurations of Action and the Emergence of Creative Learning

      • Pilar de Almeida, Luciana Soares Muniz

      Pages 183-197

   3. Relational Dynamics in Overcoming School Learning Difficulties

      • Marília dos Santos Bezerra, Maristela Rossato

      Pages 199-213

   4. Discussing Subjectivity in Undergraduate and Graduate Education

      • José Fernando Patino Torres, Elias Caires de Souza

      Pages 215-228

5. Subjectivity, Psychotherapy and Health Studies

   1. Front Matter

      Pages 229-229

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   2. Subject and Subjectivity in Psychotherapy: A Case Study

      • Valéria Deusdará Mori, Daniel Magalhães Goulart

      Pages 231-244

   3. Health and Performance: The Omission of Subjectivity and Education in Sport Practice

      • Laura Rojas Vidaurreta, Jonatas Maia da Costa

      Pages 245-258

This book offers a theoretical and epistemological-methodological framework as an alternative approach to the instrumental-descriptive methodology that has prevailed in psychology to date. It discusses the differences between the proposed approach and other theoretical and methodological positions, such as discourse analysis, phenomenology and hermeneutics. Further, it puts forward a proposal that allows the demands of studying subjectivity to be addressed from a cultural-historical standpoint. 


The book mainly highlights case studies that have been conducted in various countries, and which employ or depart from the theoretical, epistemological and methodological proposals that guide this book. The research discussed here introduces readers to new discussions on theoretical and methodological issues in subjectivity that have increasingly attracted interest. 

• subjectivity and psychology
• methodology of the study of subjectivity
• educational processes and practices
• subjectivity and perezhivanie
• study of subjectivity
• subjectivity in educational research
• students with learning difficulties
• subjectivity and school innovation
• subjectivity and inclusive education
• subjectivity in musical learning
• understanding teacher development
• subjectivity in social research
• subjectivity and psychotherapy
• subjectivity in identity formation
• physical education and sports psychology
• cultural-historical psychology
• Vygotsky

• University Center of Brasilia, Brasília, Brazil

  Fernando González Rey, Daniel Magalhães Goulart

• University of Brasília, Brasília, Brazil

  Albertina Mitjáns Martínez

Professor Fernando Luís González Rey is a professor at the Faculty of Education and Health Sciences, University Center of Brasília, Brazil, and senior associate professor at the Faculty of Education of the University of Brasília. He is coordinator of the research group “Subjectivity in Health and Education” at the University of Brasília. His main research interest is in the advancement of theory on subjectivity from a cultural-historical standpoint based on research into education, health and social subjective realities.


Prof Albertina Mitjáns Martínez is a collaborating researcher at the University of Brasilia and a permanent professor in the university’s Education program. She is also a faculty member of the Specialization in Clinical Psychopedagogy at the University of Buenos Aires. She has considerable experience and has produced numerous publications in the areas of Psychology and Education from a historical-cultural perspective, with an emphasison Creativity and Innovation and School Psychology, especially regarding: creativity and innovation in different contexts, learning, subjectivity and atypical development.


Prof Daniel Magalhães Goulart has extensive research and teaching experience in the areas of Psychology, Education, Human Development and Subjectivity. He is an Associate Professor of Psychology at the University Center of Brasília (FACES / UniCEUB). With regard research work, his focus is on the development of subjective processes involved in mental health care and education, as well as epistemological, methodological and theoretical issues involved in the articulation of these fields.

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