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ERIC Number: EJ1138637
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1838-0689
Beyond "Perezhivanie," Sense, and Language: An Empirical Study of Early Childhood Teachers' Subjective Senses
Madeira Coelho, Cristina M.
International Research in Early Childhood Education, v7 n1 p219-237 2016
Based on the Theory of Subjectivity in a cultural-historical perspective, this paper presents an empirical study of two infant teachers and their subjective dynamics of being "enchanted" with singular aspects of their professional lives. Through the constructive-interpretative principle driven from the Qualitative Epistemology, the study aims to understand the relationship between the subjects and the specific manner in which they express ways of being and feeling as early childhood teachers. The way teachers express themselves indicates the way they experience their working lives in a symbolic and emotional amalgam which cannot otherwise be captured from a formal linguistic perspective and in isolation from the subject's integral expression. A review of Vygotsky's concepts of "perezhivanie" and sense highlights the value of two common characteristics widely considered in the current development of our theoretical approach. Both concepts (1) compose an integrated theoretical model of psychic functioning, and (2) are oriented towards the quality of the subject's participation in his/her everyday life's processes. The study challenges cognitive-linguistic reductionist bias and demonstrates the value of the concept of subjective senses as a theoretical alternative. Consequently, it enhances our understanding of the symbolic-emotional nature in which individuals shape their life stories through their current experiences.
Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A