The role of subjectivity for understanding collaborative dialogue and cultural productions of teachers in international schools

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    Abstract

    This chapter discusses the relevance of the theory of subjectivity for simultaneously advancing research and professional practices in mental health care. The context of such a discussion is the emerging challenges of the Brazilian psychiatric reform. Based on the constructive-interpretive methodology, this discussion is underpinned by the results of original research addressing the professional team of a Brazilian community mental health service. The researcher participated in several daily activities of the service, which allowed the creation of an authentic bond with the professionals. Dialogue is discussed as a key device for the epistemological and methodological frameworks that sustain this approach. It implies the creation of relational spaces in which individuals emerge as active agents, expressing themselves through speech, gestures and postures in a subjectively engaged way. In this perspective, theoretical construction is simultaneous with the therapeutic process, both being grounded on an ethics of the subject as well as oriented towards the articulation of mental health, education and subjective development. Theory is a process in permanent development, which feeds and is fed by new domains of practices.
    Original languageEnglish
    Title of host publicationSubjectivity within Cultural-Historical Approach
    Subtitle of host publicationTheory Methodology and Research
    EditorsFernando González Rey, Albertina Mitjáns Martínez, Daniel Magalhães Goulart
    Place of PublicationSingapore Singapore
    PublisherSpringer
    Chapter10
    Pages165-180
    Number of pages16
    Edition1st
    ISBN (Electronic)9789811331558
    ISBN (Print)9789811331541
    DOIs
    Publication statusPublished - 2019

    Publication series

    NamePerspectives in Cultural-Historical Research
    PublisherSpringer
    Volume5
    ISSN (Print)2520-1530
    ISSN (Electronic)2520-1549

    Keywords

    • international schools
    • collaborative dialogue
    • teachers
    • cultural production
    • subjectivity

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