Abstract
The normative character of schools is historically related to efforts in establishing categories to classify students. As a consequence, “categories referring to intellectual ability have played an important role for deciding who is normal and who is deviant” (Hörne and Säljö in Int J Educ Res 63:1–4, 2014). Little attention has been paid to how learners establish relationships with their teachers and learning partners and engage in classroom’s social practices. If we look carefully to how children communicate with each other, we may find that their utterances, claims, and positions are highly sophisticated.
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Freire, S.F.C.D. (2018). Intersubjectivity in Action: Negotiations of Self, Other, and Knowledge in Students’ Talk. In: Branco, A., Lopes-de-Oliveira, M. (eds) Alterity, Values, and Socialization. Cultural Psychology of Education, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-319-70506-4_8
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