Formation of subject-subject relations at pupils of special educational closed institutions

The article deals with the process of forming the subject-subject relations in special educational institutions closed. The process of rehabilitation of inmates of custodial institutions is exacerbated by the current administrative-command system of relations between teachers and pupils. The predominance of punitive and repressive forms of communication inevitably leads to the emergence of barriers to selfacceptance, constructive cooperation, which hampers the process of rehabilitation of minors. This situation puts the need for the formation of subject-subject relations in the sphere of «the pupil -teacher» and «pupil of the pupil», based on the humanistic paradigm, which is expressed in the realization of the personal approach ideas that manifests itself most clearly in the self-actualization of the forces of self-healing and positive self-change students. The subject-subject relations are considered from the perspective of equal participation of pupils and teachers in the organization of joint activities. The article explains the author's approach of forming the subject-subject relations in the closed-type institutions. So the transition from dominant to the dominant educational impact of educational interaction. The process involves an active two-way traffic towards the common goal of education on the basis of equality position with the pupil to know the world and educator. The orientation of the educational process on the subject-subject relationship does not mean abandoning the consideration of its members as subjects. If the subject-subject interaction between teacher and pupil achieved the maximum development of pupil autonomy positive self-concept. The main goal of becoming the subject of the formation of education - the person who is raising itself. At the same time a leading position in the development of the subject takes its Designing goal -setting activities and the capacity for reflection.