Overcoming School Learning: The Role of the Subjectivity in the Funds of Identity Approach
Abstract Learning occurs when the learner becomes the subject of his own learning in both formal and informal contexts. The subjectivity theory of González Rey, which starts from a historical-cultural approach, affirms that this process is guided by emotion, imagination and creativity, which in turn promotes subjective development. However, traditional learning activities have ignored the apprentice as a subject. Projects based on funds of identity favor the development of new ways to recognize the learner by encouraging new ways of exchanging learning experiences inside and outside the school. Identity funds are thus built as spaces where interests, hobbies and experiences are recognized by young people as important resources to stimulate their academic performance. Specifically, subjectivity allows the learner to become a subject from the production of his own processes of subjectivation through dialogic and comprehensive practice. The main objective of this article is to go one step further in relation to identity funds by illustrating a series of educational experiences that help identify and mobilize these funds through the development of subjectivity. These subjective identity funds are integral to educators in order to favor reflective positions in students who are moving towards the generation of new processes of subjectivation. Lead meeting spaces between identity funds and subjectivity suggest a relevant way to move towards higher levels of significance and meaning on the part of young people in 21st century education.
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Almeida, P. (2015). A aprendizagem criativa em contextos não-formais: caracterização e processos subjetivos constitutivos. Ph.D. Thesis, Universidade de Brasília, Brasília, DF, Brasil.
Almeida, P. y Soares Muniz, L. (2019). Subjective Configurations of Action and the Emergence of Creative Learning. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Araya, D. y Michael, A. (2010). Education in the Creative Economy. New York, NY: Peter Lang.
Azevedo, F. S. (2013). The tailored practice of hobbies and its implications for the design of interest-driven learning environments. Journal of the Learning Sciences, 22(3), 462-510. https://doi.org/10.1080/10508406.2012.730082
CREDE (2004). CREDE History. Center for Research on Education, Diversity, and Excellence, University of Hawai‘i. Recuperado de: http://manoa.hawaii.edu/coe/credenational/crede -history/ (Consultado el 15/04/2019).
Erstad, O., y Sefton?Green, J. (2012). Identity, community, and learning lives in the digital age. Cambridge-New York: Cambridge University Press.
Esteban-Guitart, M. (2012). La multimetodología Autobiográfica Extendida y los fondos de identidad. Revista de Ciencias Sociales. 18 (4), 587-600.
Esteban-Guitart, M. (2016). Funds of identity. New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9781316544884
Esteban-Guitart, M., y Moll, L. C. (2014a). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48. https://doi.org/10.1177/1354067X13515934?
Esteban-Guitart, M., y Moll, L. C. (2014b). Lived experience, funds of identity and education. Culture & Psychology, 20(1), 70–81. https://doi.org/10.1177/1354067X13515940
Esteban-Guitart, M. y Vila, I. (2013). Experiencias en educacio?n inclusiva. Vinculacio?n escuela, familia y comunidad. Barcelona: Horsori
Esteban-Guitart, M., Subero, D., y Brito-Rivera, L. F. (2015). La Incorporación de los Fondos de Identidad en un Centro Abierto. El Proyecto FICAB. Multidisciplinary Journal of Educational Research, 5(1), 55-81. http://dx.doi.org/10.447/remie.2015.03
González Rey, F. L. (2007a). Psicoterapia, subjetividade e po?s-modernidade: uma aproximac?a?o histo?rico cultural. Sa?o Paulo: Thompson Learning. https://doi.org/10.1590/S0102-79722009000200019
González Rey, F. (2007b). Los procesos de construcción de la información. Mc Graw Hill: México.
González Rey, F. (2011). A re-examination of defining moments in Vygotsky’s work and their implications for his continuing legacy. Mind, Culture and Activity, 18(3), 257-275. https://doi.org/10.1080/10749030903338517
González Rey, F. (2014a). Human Motivation in Question: Discussing Emotions, Motives, and Subjectivity from a Cultural-Historical Standpoint. Journal for the Theory of Social Behaviour 45(4). https://doi.org/10.1111/jtsb.12073
González Rey, F. (2014b). Ideias e modelos teóricos na pesquisa construtivo-interpretativa En A. Mitjáns Martínez, M. S. Neubern, y V. D. Mori (Eds.), Subjetividade Contemporânea: discussões epistemológicas e metodológicas (pp. 13–34). Alínea: Campinas.
González Rey, F. L. (2018). Subjectivity in debate: Some reconstructed philosophical premises to advance its discussion in psychology. Journal for The Theory of Social Behaviour. 1-23. https://doi.org/10.1111/jtsb.12200
González Rey, F., y Mitjáns Martinez, A. (2016). Una epistemologia para el estudio de la subjetividad: sus implicaciones metodológicas. Perspectivas. Individuo y Sociedad, 15, 5–16.? https://doi.org/10.5027/PSICOPERSPECTIVAS-VOL15- ISSUE1-FULLTEXT-667
Gonza?lez Rey, F. y Mitjáns Marti?nez, M. (2017a). El desarrollo de la subjetividad: una alternativa frente a las teori?as del desarrollo psi?quico. Papeles de Trabajo sobre Cultura, Educacio?n y Desarrollo Humano, 13(2), 3-20.
González Rey, F. L., y Mitjáns-Martínez, A. (2017b). Subjetividade. Teoria, epistemología e método [Subjectivity. Theory, epistemology and method]. Campinas: Alínea.
González Rey, F. y Mitjáns Martínez, A. (2019). The Constructive-Interpretative Methodological Approach: Orienting Research and Practice on the Basis of Subjectivity. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 37-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Gonza?lez, N., Moll, L. C., y Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Goulart, D. (2019) Subject and Subjectivity in Psychotherapy: A Case Study. En F. González Rey, A. Mitjáns y D.M. Goulart (Eds.) (2019). Subjectivity within cultural-historical approach. Singapore: Springer.
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J, y Watkins, S. C. (2013). Connected Learning. An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub.
Kozulin, A. (1998). Psychological tools. A sociocultural approach to education. Cambridge, MA: Harvard University Press.
Livingstone, S., y Sefton-Green, J., (2016). The Class: Living and Learning in the Digital Age. New York: New York University Press.
Luning, R. I., Wyatt, T., y Im, S. (2011). Classroom Observation Rubric: Development and Validation of a Measure of Effective Pedagogy. CREDE Hawai‘i Project. Honolulu, HI: University of Hawai‘i.
Madeira-Coelho, C. y Tacca, M. C. (2019). Subjectivity in a Cultural-Historical Perspective: New Theoretical Insight on Educational Processes and Practices. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Mitjáns Martínez, A. (2013a). Aprendizaje Creativo: Desafíos para la práctica pedagógica. Revista CS, 11, 311–341.
Mitjáns Martínez, A. (2013b). Creatividad y Subjetividad: Su expresión en el contexto escolar. Revista Diversitas-Perspectivas en psicología, 9(2), 427-434.
Mitjáns Martínez, A., y González Rey, F. (2017). Psicologia, Educaçao e Aprendizagem Escolar. Cortez Editora: Brasil.
Moll, L. C. (1997). Vygotsky, la educación y la cultura en acción. En A. Álavarez (Ed.), Hacia un currículum cultural. La vigencia de Vygotski en la educación (pp. 39-53). Madrid: Fundación Infancia y Aprendizaje.
Moll, L. (2014). L. S. Vygotsky and education. New York, NY: Routledge.
National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, D.C. Recuperado de:_http://www7.national-academies.org/BOTA/Education_for_Life_and_Work_report_ brief.pdf (Consultado el 15/04/2019).
Oliveira Campolina, L. y Mitjáns Martínez, A. (2016). The configuration of social subjectivity in an innovative educational institution in Brazil. International Research in Early Childhood Education, 7 (1), 182-200. https://doi.org/10.4225/03/58100484489c4
Oliveira Campolina, L. y Mitjáns Martínez, A. (2019). The Role of Subjectivity in the Process of School Innovation. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Patino, J. F., y Caires de Souza, E. (2019). Discussing Subjectivity in Undergraduate and Graduate Education. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Penuel, W. R., y Wertsch, J. V. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83-92. http://dx.doi.org/10.1207/s15326985ep3002_5
Rios-Aguilar, C., Marquez-Kiyama, J., Gravitt, M., y Moll, L. (2011). Funds of knowledge for the por and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education, 9, 163-175. https://doi.org/10.1177/1477878511409776
Saz, A., Engel, A., y e Coll, C. (2016). Introducing a personal learning environment in higher education. An analysis of connectivity. Digital Education Review 29, 1-14. https://doi.org/10.1344/der.2016.29.1-14
Santos Bezerra, M. y Rossato, M. (2019). Relational Dynamics in Overcoming School Learning Difficulties. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Subero, D. (En prensa). Fondos de identidad y subjetividad: búsqueda de nuevas vías y alternativas para un diálogo productivo. Estudios de Psicología.
Subero, D., Vila, I. y Esteban-Guitart, M. (2015). Some Contemporary Forms of the Funds of Knowledge Approach. Developing Culturally Responsive Pedagogy for Social Justice. International Journal of Educational Psychology, 4(1), 33-53. https://doi.org/10.4471/ijep.2015.02
Subero, D., Vujasinovic?, E. y Esteban-Guitart, M. (2017). Mobilising funds of identity in and out of school, Cambridge Journal of Education, 47(2), 247-263. https://doi.org/10.1080/0305764X.2016.1148116
Talizina, N. (2000). Manual de Psicología Pedagógica. Mexico: Editorial Universitarioa Potosina.
Talizina, N., Solovieva, Y. y Quintanar-Rojas, L. (2010) La aproximación de la actividad en psicología y su relación con el enfoque histórico-cultural de L. S. Vigotsky. Novedades Educativas, 230, 4-8.
Williams, R. (1999). The behavioral perspective in contemporary education. The Teacher Educator, 35(2), 44–60. https://doi.org/10.1080/08878739909555225
Almeida, P. y Soares Muniz, L. (2019). Subjective Configurations of Action and the Emergence of Creative Learning. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Araya, D. y Michael, A. (2010). Education in the Creative Economy. New York, NY: Peter Lang.
Azevedo, F. S. (2013). The tailored practice of hobbies and its implications for the design of interest-driven learning environments. Journal of the Learning Sciences, 22(3), 462-510. https://doi.org/10.1080/10508406.2012.730082
CREDE (2004). CREDE History. Center for Research on Education, Diversity, and Excellence, University of Hawai‘i. Recuperado de: http://manoa.hawaii.edu/coe/credenational/crede -history/ (Consultado el 15/04/2019).
Erstad, O., y Sefton?Green, J. (2012). Identity, community, and learning lives in the digital age. Cambridge-New York: Cambridge University Press.
Esteban-Guitart, M. (2012). La multimetodología Autobiográfica Extendida y los fondos de identidad. Revista de Ciencias Sociales. 18 (4), 587-600.
Esteban-Guitart, M. (2016). Funds of identity. New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9781316544884
Esteban-Guitart, M., y Moll, L. C. (2014a). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48. https://doi.org/10.1177/1354067X13515934?
Esteban-Guitart, M., y Moll, L. C. (2014b). Lived experience, funds of identity and education. Culture & Psychology, 20(1), 70–81. https://doi.org/10.1177/1354067X13515940
Esteban-Guitart, M. y Vila, I. (2013). Experiencias en educacio?n inclusiva. Vinculacio?n escuela, familia y comunidad. Barcelona: Horsori
Esteban-Guitart, M., Subero, D., y Brito-Rivera, L. F. (2015). La Incorporación de los Fondos de Identidad en un Centro Abierto. El Proyecto FICAB. Multidisciplinary Journal of Educational Research, 5(1), 55-81. http://dx.doi.org/10.447/remie.2015.03
González Rey, F. L. (2007a). Psicoterapia, subjetividade e po?s-modernidade: uma aproximac?a?o histo?rico cultural. Sa?o Paulo: Thompson Learning. https://doi.org/10.1590/S0102-79722009000200019
González Rey, F. (2007b). Los procesos de construcción de la información. Mc Graw Hill: México.
González Rey, F. (2011). A re-examination of defining moments in Vygotsky’s work and their implications for his continuing legacy. Mind, Culture and Activity, 18(3), 257-275. https://doi.org/10.1080/10749030903338517
González Rey, F. (2014a). Human Motivation in Question: Discussing Emotions, Motives, and Subjectivity from a Cultural-Historical Standpoint. Journal for the Theory of Social Behaviour 45(4). https://doi.org/10.1111/jtsb.12073
González Rey, F. (2014b). Ideias e modelos teóricos na pesquisa construtivo-interpretativa En A. Mitjáns Martínez, M. S. Neubern, y V. D. Mori (Eds.), Subjetividade Contemporânea: discussões epistemológicas e metodológicas (pp. 13–34). Alínea: Campinas.
González Rey, F. L. (2018). Subjectivity in debate: Some reconstructed philosophical premises to advance its discussion in psychology. Journal for The Theory of Social Behaviour. 1-23. https://doi.org/10.1111/jtsb.12200
González Rey, F., y Mitjáns Martinez, A. (2016). Una epistemologia para el estudio de la subjetividad: sus implicaciones metodológicas. Perspectivas. Individuo y Sociedad, 15, 5–16.? https://doi.org/10.5027/PSICOPERSPECTIVAS-VOL15- ISSUE1-FULLTEXT-667
Gonza?lez Rey, F. y Mitjáns Marti?nez, M. (2017a). El desarrollo de la subjetividad: una alternativa frente a las teori?as del desarrollo psi?quico. Papeles de Trabajo sobre Cultura, Educacio?n y Desarrollo Humano, 13(2), 3-20.
González Rey, F. L., y Mitjáns-Martínez, A. (2017b). Subjetividade. Teoria, epistemología e método [Subjectivity. Theory, epistemology and method]. Campinas: Alínea.
González Rey, F. y Mitjáns Martínez, A. (2019). The Constructive-Interpretative Methodological Approach: Orienting Research and Practice on the Basis of Subjectivity. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 37-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Gonza?lez, N., Moll, L. C., y Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Goulart, D. (2019) Subject and Subjectivity in Psychotherapy: A Case Study. En F. González Rey, A. Mitjáns y D.M. Goulart (Eds.) (2019). Subjectivity within cultural-historical approach. Singapore: Springer.
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J, y Watkins, S. C. (2013). Connected Learning. An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub.
Kozulin, A. (1998). Psychological tools. A sociocultural approach to education. Cambridge, MA: Harvard University Press.
Livingstone, S., y Sefton-Green, J., (2016). The Class: Living and Learning in the Digital Age. New York: New York University Press.
Luning, R. I., Wyatt, T., y Im, S. (2011). Classroom Observation Rubric: Development and Validation of a Measure of Effective Pedagogy. CREDE Hawai‘i Project. Honolulu, HI: University of Hawai‘i.
Madeira-Coelho, C. y Tacca, M. C. (2019). Subjectivity in a Cultural-Historical Perspective: New Theoretical Insight on Educational Processes and Practices. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Mitjáns Martínez, A. (2013a). Aprendizaje Creativo: Desafíos para la práctica pedagógica. Revista CS, 11, 311–341.
Mitjáns Martínez, A. (2013b). Creatividad y Subjetividad: Su expresión en el contexto escolar. Revista Diversitas-Perspectivas en psicología, 9(2), 427-434.
Mitjáns Martínez, A., y González Rey, F. (2017). Psicologia, Educaçao e Aprendizagem Escolar. Cortez Editora: Brasil.
Moll, L. C. (1997). Vygotsky, la educación y la cultura en acción. En A. Álavarez (Ed.), Hacia un currículum cultural. La vigencia de Vygotski en la educación (pp. 39-53). Madrid: Fundación Infancia y Aprendizaje.
Moll, L. (2014). L. S. Vygotsky and education. New York, NY: Routledge.
National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, D.C. Recuperado de:_http://www7.national-academies.org/BOTA/Education_for_Life_and_Work_report_ brief.pdf (Consultado el 15/04/2019).
Oliveira Campolina, L. y Mitjáns Martínez, A. (2016). The configuration of social subjectivity in an innovative educational institution in Brazil. International Research in Early Childhood Education, 7 (1), 182-200. https://doi.org/10.4225/03/58100484489c4
Oliveira Campolina, L. y Mitjáns Martínez, A. (2019). The Role of Subjectivity in the Process of School Innovation. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Patino, J. F., y Caires de Souza, E. (2019). Discussing Subjectivity in Undergraduate and Graduate Education. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Penuel, W. R., y Wertsch, J. V. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83-92. http://dx.doi.org/10.1207/s15326985ep3002_5
Rios-Aguilar, C., Marquez-Kiyama, J., Gravitt, M., y Moll, L. (2011). Funds of knowledge for the por and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education, 9, 163-175. https://doi.org/10.1177/1477878511409776
Saz, A., Engel, A., y e Coll, C. (2016). Introducing a personal learning environment in higher education. An analysis of connectivity. Digital Education Review 29, 1-14. https://doi.org/10.1344/der.2016.29.1-14
Santos Bezerra, M. y Rossato, M. (2019). Relational Dynamics in Overcoming School Learning Difficulties. En F. González Rey, A. Mitjáns Martínez, y D. M. Goulart (eds.), Subjectivity within Cultural-Historical approach (pp. 21-60). Singapore: Springer. https://doi.org/10.1007/978-981-13-3155-8
Subero, D. (En prensa). Fondos de identidad y subjetividad: búsqueda de nuevas vías y alternativas para un diálogo productivo. Estudios de Psicología.
Subero, D., Vila, I. y Esteban-Guitart, M. (2015). Some Contemporary Forms of the Funds of Knowledge Approach. Developing Culturally Responsive Pedagogy for Social Justice. International Journal of Educational Psychology, 4(1), 33-53. https://doi.org/10.4471/ijep.2015.02
Subero, D., Vujasinovic?, E. y Esteban-Guitart, M. (2017). Mobilising funds of identity in and out of school, Cambridge Journal of Education, 47(2), 247-263. https://doi.org/10.1080/0305764X.2016.1148116
Talizina, N. (2000). Manual de Psicología Pedagógica. Mexico: Editorial Universitarioa Potosina.
Talizina, N., Solovieva, Y. y Quintanar-Rojas, L. (2010) La aproximación de la actividad en psicología y su relación con el enfoque histórico-cultural de L. S. Vigotsky. Novedades Educativas, 230, 4-8.
Williams, R. (1999). The behavioral perspective in contemporary education. The Teacher Educator, 35(2), 44–60. https://doi.org/10.1080/08878739909555225
Subero Tomás, D., & Esteban-Guitart, M. (2020). Overcoming School Learning: The Role of the Subjectivity in the Funds of Identity Approach. Teoría De La Educación. Revista Interuniversitaria, 32(1), 213–236. https://doi.org/10.14201/teri.20955
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