Learning, being affected, and becoming a psychologist

a cartography of a formative journey

Abstract

This study investigated processes of subjectivation in Psychology education through an empirical, qualitative, and exploratory cartography. The aim was to map how encounters, learning processes, and affective experiences contribute to the construction of the subjectivity of the researcher in training. The central problem lies in understanding the interaction between theory and practice and how the body, affections, and collective assemblages shape learning and professional formation in Psychology. The methodology combined class diaries, experience records, patchwork pieces (fuxicos) as an analytical operator, and theoretical references from cartography, schizoanalysis, and qualitative research. The analysis showed that subjectivity is constituted through processes of deterritorialization, folds, and multiple flows of intensities and affections, organized as weavings in the produced fuxicos. Each encounter and formative practice became a space of learning and transformation, articulating body, thought, and conceptual knowledge. Final considerations highlight that cartography enables an understanding of the complexity of Psychology education, evidencing the role of concrete, affective, and intellectual experiences in the production of meaning and modes of subjectivation.