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

01 Dec 2012-Vol. 4, Iss: 2, pp 103-107

AbstractEducational 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.

Topics: Population (52%), Identity (social science) (51%), Oppression (50%), Educational psychology (50%)

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Journal ArticleDOI
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


Cites background from "La psicología de la educación en Ar..."

  • ...Para detallar e ilustrar las características que estos hechos reflejaron en la Argentina, Menin (2011) y Roselli (2012) resaltan el protagonismo que el positivismo adquirió para la conformación científica de la Psicología y la adhesión que este paradigma encontró en destacadas y pioneras…...

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References
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Journal ArticleDOI
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