ABSTRACT
This chapter discusses the theoretical construct of Educational Self to account for the process through which the person’s educational experiences are dialogically elaborated in the development of Self. It presents the theoretical references and the history of the work that led to the formulation of the Educational Self construct. School is the place where a child is confronted for the first time with systemic parameters that define what is acceptable and unacceptable in the Self development. The students play an active role in their own education processes, according to the way they organize the dialogical dynamics in order to respond to the different voices in everyday interactions. The chapter aims to articulate the exotopic feature, with the future-goal-oriented characteristics of the educational intervention, observing its implications. The Educational Self is a specific dimension of the Self, a semiotic regulatory process emerging from the experiencing of the I–other relationships in the educational context.
