Intersubjectivity in pedagogical relationship: sharing space and time

Abstract

This study addresses elements of Phenomenological Sociology in their relationships with the pedagogical practice, a situation in which space and time are shared by students and teachers. The Social Sciences regard the intersubjectivity of thought and action as a presupposition: people act towards others, communication is carried out through symbols and signs, every group and social institution is an integral part of the world of life. Social scientists have developed ways of dealing with phenomena of the social interelationship using both Philosophy and Psychology, or, to be more precise, Phenomenological Philosophy and Phenomenological Psychology. This article is not intended to exhaust the theme on which it has been focused. Rather, from the contributions made by authors who have based Sociology on approaches of the Social Phenomenology, it presents a conceptual structure which allows one to discuss the social relationships in general, and particularly the interaction in the pedagogical situation. On addressing basic concepts of Phenomenology, this essay has focused on both the cognitive reality incorporated into the subjective human processes and the quality of the student . teacher relationship in the educative process. In an attempt to understand the meanings and motivations of the social actors, this theoretical foundation has been centered on the phenomenological current studied by Alfred Schutz.

Key words: consciousness, experience, intersubjectivity, face-to-face relationship.