Abstract This paper aims to discuss the subjective development process of a child in the classroom, considering aspects that have facilitated school learning. A case study is presented of a second-year student in a public elementary school in Brazil, who, at the beginning of the research, had difficulties with socialization and learning. The theoretical framework used is the Theory of Subjectivity, within a cultural-historical approach, together with its epistemological and methodological proposals, Qualitative Epistemology and the constructive-interpretative method. The main instruments were conversational dynamics and various interactive sessions, which have been expanded to the classroom context, since they generated valuable dialogical, social and relational context. The participant has become active, has gained her place in the classroom, has engaged in activities, and has thus significantly advanced in her learning. The outcomes achieved by the child point to the importance of creating everyday pedagogical strategy contexts which are less expositive and more dialogical, so new networks of relationships favour the coordination of operational processes of learning with processes of subjective development.

中文翻译：

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主观发展过程作为通往学校学习的途径：教室是对话性的关系语境（El proceso de desarrollo subjetivo como un camino para el aprendizaje escolar：el aula como un contextorelacional-dialógico）

摘要本文旨在探讨儿童在课堂上的主观发展过程，并考虑有助于学校学习的方面。案例研究以巴西一所公立小学的二年级学生为例，该人在研究开始时就难以进行社交和学习。在文化历史方法中，所用的理论框架是主观性理论，以及其认识论和方法论建议，质性认识论和建构解释方法。主要工具是对话动态和各种互动会话，由于它们产生了有价值的对话，社交和关系上下文，因此已扩展到课堂环境。参与者变得活跃起来，在课堂上占据了自己的位置，从事活动，因此在学习方面有了很大的进步。儿童所取得的成果表明，建立日常的教学策略环境的重要性要小得多，而这种教学策略的环境则需要较少的讨论和对话，因此新的关系网络有利于学习的操作过程与主观发展过程之间的协调。