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

TLDR: In this paper, the authors analyze relevant topics regarding the reconstruction of identity that the educational psychologist is facing in the context of psychoanalysis and genetic psychology in Argentina, which is a discipline that shares some characteristics with other Latin American and European countries but it has traits of it own due to a particular historical background.

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.