EDUCATION AS A SPACE FOR THE FORMATION OF SOCIAL SUBJECTIVITY: A SOCIAL AND PHILOSOPHICAL ANALYSIS
Abstract
This article provides a socio-philosophical analysis of education as a key space for constructing social subjectivity. Overcoming the reproductive paradigm, in which education is viewed merely as the transmission of norms and knowledge, the author substantiates the ontological status of education as an emancipatory practice that forms an active, reflective, and responsible social agent. Based on dialogic, intersubjective , and critical-pedagogical concepts (M. Bakhtin, L. Vygotsky, P. Freire , G. Giroux ), the mechanisms of subjectivity formation through interiorization, encounter with the "Other," and overcoming alienation are revealed. Particular attention is paid to the challenges of the digital age, the algorithmization of social interactions, and the risk of individual atomization. It is concluded that the preservation of genuine social subjectivity requires a transition from the paradigm of adaptation to the paradigm of critical reflection, meaning generation , and intersubjective solidarity.
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