Encontros humanos

quando o on-line (não) alcança o presencial

Abstract

This article emerges as part of the research carried out by the authors in 2021/2022, with the support of the Research and Extension Center of the Rudolf Steiner College. The guiding themes of our research were: human subjectivity and the construction of social attachments in the educational field in the context of the pandemic/COVID-19. In addition to the theoretical and reflective discussion, we conducted interviews with students and teachers of the pedagogy course at Rudolf Steiner College. These interviews aimed to capture perceptions and opinions about the experience of online classes that took place during the period of social isolation. The maintenance, construction and/or rupture of interpersonal ties in learning and teaching situations in a virtual environment were the basis of our investigation. The aim was to apprehend and understand the particular aspects, which means, the perception of our interviewees and to carry on to the construction of a critical-comparative analysis in accordance with our theoretical interlocutors. Excerpts from the interviews, as well as the theoretical bases that guided its analysis, will be presented. We will begin with a brief introduction of the thematic context followed by a theoretical review on the formative processes of human attachments from the philosophical, anthropological/historical and psychological perspectives; we will discuss the importance of affective aspects that permeate interpersonal relationships and how language processes act to shape expression not only of these affections but also of meaning production systems. Subjectivity then begins to be explored as an individual and collective form and act simultaneously, through interactions between two or more people. We conclude that regardless of the communication medium used, whether online or not, interpersonal interactions are necessary conditions in an educational context, as they act on the human being’s cognitive-affective processes, allowing the construction of knowledge about oneself and the world.