摘要：The influence of positivism in the social sciences and education is constructively criticized in this paper, notably the omission of the subject (individual) in the psychic process and its subjective character. A conception of the subjectivity is presented which allows a different ontological cornprehension of the psyquic processes, engaged with its historical-cultural nature. Based on this conception, the learning processes are analysed. As in the thesis that the construction of knowledge which exists in the children's different learning is a subjective process that is integrated in the two instances of production o f the subjectivity: the individual and the social. Consequently, a different analysis of the learning process in its various expression forrns in the educational institution is presented, where the subjectivity processes takes na essential role.
其他摘要：The influence of positivism in the social sciences and education is constructively criticized in this paper, notably the omission of the subject (individual) in the psychic process and its subjective character. A conception of the subjectivity is presented which allows a different ontological cornprehension of the psyquic processes, engaged with its historical-cultural nature. Based on this conception, the learning processes are analysed. As in the thesis that the construction of knowledge which exists in the children's different learning is a subjective process that is integrated in the two instances of production o f the subjectivity: the individual and the social. Consequently, a different analysis of the learning process in its various expression forrns in the educational institution is presented, where the subjectivity processes takes na essential role.
