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Jorge Inzunza

Bio: Jorge Inzunza is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 1 citations.

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01 Jul 2013
TL;DR: Aproximaciones en Psicologia educativa es un trabajo ambicioso as discussed by the authors, i.e., aproximationes in Psicology Educacional is a trabajadora in which editores intentan mostrar una pauta reflexiva con el objetivo de conocer and reconocer una diversidad de temas dentro de lo que se denomina psicología educativas, que nos permita a su vez, tener conocim
Abstract: ?Son necesarios mas libros sobre psicologia educativa? Esta pregunta se encuentra justificada si tomamos conciencia acerca de la enorme cantidad de textos sobre el tema escritos hasta la actualidad, en diversos contextos e idiomas. Aun asi, Aproximaciones en Psicologia Educacional es un trabajo ambicioso. Los editores intentan mostrar una pauta reflexiva con el objetivo de conocer y reconocer una diversidad de temas dentro de lo que se denomina psicologia educativa que nos permita a su vez, tener conocimiento de su realidad y de las posibilidades de aplicacion en la resolucion de problemas concretos. He aqui, en el objetivo, lo que lo diferencia de otros textos.

1 citations


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Journal ArticleDOI
TL;DR: In this paper, a historical analysis of educational psychology is presented, showing how this discipline, conditioned by the situation that allowed its origin in the late nineteenth century, participated strategically in the emergence of knowledge that legitimized school practice and established new government circuits for childhood.
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.

6 citations