Adrián Martín Azrak

Bio: Adrián Martín Azrak is an academic researcher from University of Buenos Aires. The author has contributed to research in topics: Educational psychology & Special education. The author has an hindex of 1, co-authored 1 publications receiving 6 citations.

El discurso psicológico en el campo educativo: una revisión crítica de su configuración histórica y su devenir actual

Abstract: From the beginning, Educational Psychology had the objective of procuring tools to enhance the development of the educational practice. In this way, it offered knowledge to improve the students’ learning but also to discriminate those who presented difficulties of accommodation to the rhythms established by the school institution. From a historical analysis, this work will demonstrate how this discipline, conditioned by the situation that allowed its origin in the late nineteenth century, participated strategically in the emergence of a knowledge that legitimized school practice and established new government circuits for childhood. Following this, the perspectives that began to criticize the original paradigm of the discipline from the middle of the 20th century will be examined, exposing a certain naturalized pattern of psychological knowledge production in the school environment and thus promoting a contextual model that will take into account the broad characteristics of the teaching and learning process. Finally, it will be concluded that, in spite of the theoretical strength that these orientations have managed to distribute, the proliferation of psychological diagnosis in the school classrooms during the last decades, although protected under the argument of smoothing the borders between normal education and special education, would seem not only to eclipse and diminish the possibilities of the contextual model, but also to shake the traditional school structure and bear consequences of extreme importance for the current configuration of educational practice.

The Psychology of Education

Abstract: WHATEVER criticism Prof. Welton's book may excite, it is undeniably interesting-the most interesting book dealing with its particular problems that has been produced in recent years. With great ability and clearness, the author has drawn a map of life, not as the adult lives it, but as it develops in form and complexity from infancy to manhood. The teacher and the situations with which he deals are in his mind all through. His book is therefore not a treatise on psychology, yet the psychologist's point of view is so dominant that neither does it set forth a theory of education. This Prof. Welton makes clear in his preface. His concern is with the connections between the two-psychology and education-and especially to give a psychological explanation of educational procedure. The Psychology of Education. By Prof. J. Welton. Pp. xxi + 507. (London: Macmillan and Co., Ltd., 1911.) Price 7s. 6d. net.

Teorías de la reproducción y teorías de la resistencia: una revisión del debate pedagógico desde la perspectiva materialista

Abstract: The question of whether school is a place for social transformation or not is a central issue to modern educational thought, particularly in the last decades of the twentieth century. «Theories of resistance» of the 80’s and 90’s aimed to show the transformative potential of schooling through the development of a critical pedagogy, in clear response to the so called «theories of reproduction», which in the 70›had denounced the role played by school in capitalism. This article aims to make a review of this discussion and, particularly, the antagonistic form in which it has been developed, from a materialist perspective. To that end, main classics of both group of theories will be analyzed identifying that, although they seem antagonist, they coincide on one central point: the belief that capitalist social relations are imposed externally to the subject, to a supposal free subjectivity. While «theories of reproduction» argue that such domination can only be faced through class struggle, which can only be given outside school, «theories of resistance» argue that struggle may be developedin the ideological sphere within schooling. The premise of this article is that such external imposition is an appearance product of the alienated character of our consciousness, and does not allow to analyze that social relations, far from being imposed to our free will, are developed by us to organize social work. To transcend these appearances, a process of recognition of the general determinations of education in capitalism will be developed, in order to enable us to overcome a binary logic between reproduction and transformation, and think social transformation as part of the process of social organization itself. How to reference this article Hirsch, D., Rio, V. (2015). Teorias de la reproduccion y teorias de la resistencia: una revision del debate pedagogico desde la perspectiva materialista. Foro de Educacion , 13(18), pp. 69-91. doi: http://dx.doi.org/10.14516/fde.2015.013.018.004

Relaciones entre aprendizaje y desarrollo: modelos teóricos e implicancias educativas: agenda de problemas epistémicos, políticos, éticos en el cruce de fronteras entre psicología y educación

Abstract: El presente trabajo analiza los modos en que se han conceptualizado las relaciones entre los procesos de desarrollo y de aprendizaje y su relevancia para el campo de la Psicologia Educacional. Considera las implicancias educativas, epistemicas, eticas y politicas que el modo de abordar dicha relacion supone. La Psicologia Educacional se organizo historicamente hacia principios de siglo XX, como resultado del intento de utilizar el conocimiento psicologico para fundamentar practicas educativas, particularmente, las vinculadas a los aprendizajes escolares. Las teorias psicologicas sobre el aprendizaje, el desarrollo y la medicion de las diferencias individuales parecieron particularmente interesantes para fundamentar la toma de decisiones en educacion. Los problemas que esto trajo aparejado han sido analizados en terminos de aplicacionismo y de reduccionismo. Las teorias psicologicas de Jean Piaget y Lev Vygostky van a constituirse en marcos teoricos que tendran derivaciones educativas, las que deben comprenderse en el contexto de los problemas y los interrogantes que dan origen a ambas perspectivas. Una tematica particularmente relevante en la agenda de la Psicologia Educacional, lo constituye el tema de la direccionalidad y la universalidad de los cambios en el desarrollo: ?sigue el desarrollo humano un curso unico y universal o son posibles caminos multiples y diversos? Categorias teoricas propuestas por James Wertsch (1933) posibilitan un analisis critico de las jerarquias geneticas y la comprension de diferentes perspectivas sobre la heterogeneidad. Este tema adquiere sentido en el cruce de fronteras entre psicologia y educacion por la carga valorativa, normativa y prescriptiva que las teorias del desarrollo y del aprendizaje conservan en relacion con las practicas educativas posibles. Se entrama directamente con discusiones en torno a la educabilidad de los sujetos, el fracaso escolar, las politicas de inclusion y la delimitacion de unidades de analisis de la intervencion psicoeducativa.

La psicología de la educación en Argentina. Raíces, desarrollos y perspectivas

Abstract: Educational Psychology developed in Argentina in different stages. This discipline shares some characteristics with other Latin American and European countries but it has traits of it’s own due to a particular historical background. In Argentina the positivist approach not only influenced psychology but had also an effect on education. This was followed by phenomenological and gestaltic reactions and in the 1950’s the rise of Psychoanalysis imposed a clinical and psychodynamic approach of the learning situation. At the same time Genetic Psychology started to develop. But one of the most radical changes that took place in pedagogy was caused by the neo-Marxist criticism that accused the state of using education as a mean of oppression which legitimized social inequality. In the 1990’s technocratic education policies aimed at a wider population and looked for efficient results. This paperanalyses relevant topics regarding the reconstruction of identity that the educational psychologist is facing.