Compreendendo o sujeito em desenvolvimento na Psicologia Cultural da educação

Autores

Palavras-chave:

Psicologia cultural, Desenvolvimento, Educação, Modernidade, Subjetividade

Resumo

A psicologia cultural da educação se esforça para compreender a posição do indivíduo em desenvolvimento. Este artigo procura interpretar a missão e a visão da psicologia cultural da educação no contexto da sociedade moderna, tendo em perspectiva uma tendência social individualizada e tecnomecanista. O conceito de “indivíduo contextualizado” é proposto como um aporte para conceituar a dependência relacional e contextual do sujeito em desenvolvimento. O artigo também reinterpreta Li e Xu “Pesquisa em psicologia do desenvolvimento baseada na prática educacional na China” de 2018, como um exemplo para explorar de que modo é possível utilizar a estrutura do “indivíduo contextualizado” para orientar pesquisas educacionais e estudos de intervenção, possibilitando generalizações teóricas em um ambiente educacional local.

Downloads

Não há dados estatísticos.

Referências

Boll, T. (2018). Psychologists and neoliberal school reforms: multi-faceted problems calling for multi-faceted interventions. Integrative Psychological and Behavioral Science, 52(3), 425-437. https://doi.org/10.1007/s12124-018-9419-9

Cornejo, C. (2008). Intersubjectivity as co-phenomenology: From the holism of meaning to the being-in-the-world-withothers. Integrative Psychological and Behavioural Science, 42(2), 171-178. https://doi.org/10.1007/s12124-007-9043-6

Cornejo, C. (2007). Review essay: the locus of subjectivity in cultural studies. Culture and Psychology, 13(2), 243-256. https://doi.org/10.1177/1354067X07076608

Cornejo, C. (2004). Who says what the words say? The problem of linguistic meaning in psychology. Theory and Psychology, 14(1), 5-28. https://doi.org/10.1177/0959354304040196

Gadamer, H. G. (2008). Philosophical Hermeneutics. California: University of California Press.

García-Palacios, M., Shabel, P., Horn, A., & Castorina, J. A. (2018). Uses and meanings of “context” in studies on children’s knowledge: a viewpoint from anthropology and constructivist psychology. Integrative Psychological and Behavioral Science, 52(2), 191-208. https://doi.org/10.1007/s12124-018-9414-1

He, M. (2018). Creating play atmosphere and time for children in Chinese kindergarten: difficulties and reflection. Integrative Psychological and Behavioral Science, 52(3), 351-365. https://doi.org/10.1007/s12124-018-9445-7

Li, X. W. (2009). Integration of psychological researches under the scheme of subjectivity. Integrative Psychological and Behavioral Science, 43(4), 301-310. https://doi.org/10.1007/s12124-009-9103-1

Li, X. W. (2012). Peer relations. In J. Valsiner (Ed.), The oxford handbook of culture and psychology (pp. 2236-2288). Oxford: Oxford University Press Inc.

Li, X. W. (2011). Research on adolescents’ development and school cultural ecology Construction. Beijing: Educational Science Publishing House.

Li, X. W., & Xu, S. S. (2018). Developmental psychology research based on educational practice in China. Integrative Psychological and Behavioral Science, 52(3), 341-350. https://doi.org/10.1007/s12124-018-9438-6

Lukács, G. (1971). History and class consciousness: studies in marxist dialectics. Cambridge: MIT Press (Original work published in 1968).

Marsico, G., (2017). Jerome S. Bruner: manifesto for the future of education, Infancia y Aprendizaje. Journal for the Study of Education and Development, 40(4), 754-781. https://doi.org/10.1080/02103702.2017.1367597

Marsico, G. (2015). Striving for the new: Cultural psychology as a developmental science. Culture and Psychology, 21(4), 445-454. https://doi.org/10.1177/1354067X15623020

Marsico, G. (2018). The challenges of the schooling from cultural psychology of education. Integrative Psychological and Behavioral Science, 52(3), 474-489. https://doi.org/10.1007/s12124-018-9454-6

Marsico, G., & Tateo, L. (2018). Introduction: the construct of educational self. In G. Marsico & L. Tateo (Eds.), Emergence of self in educational contexts (pp. 1-14). Cham: Springer.

Marx, K., & Engels, F. (1998). The german ideology: including thesis on Feuerbach. Amherst: Prometheus Books.

Tateo, L. (2018). Education as “dilemmatic field”. Integrative Psychological and Behavioral Science, 52(3), 388-400. https://doi.org/10.1007/s12124-018-9429-7

Tateo, L. (2019). Introduction: the inherent ambivalence of educational trajectories and the zone of proximal development with reduced potential. In L. Tateo, (Ed.), Educational dilemmas: a cultural psychological perspective (pp. 1-21). London: Routledge. ttps://doi.org/10.4324/9781315101095-1

Wang, D. F. (2002). Let historical materialism itself emerge: an ontological approach to the concept of “actual individual”. Journal of Yunnan Uniersity, 1,16-23.

Wang, D. F. (2013). Marx’s method of historical criticism. Philosophical Research, 9, 11-17.

Wu, X. M. (2002). Lukács and criticism of modernity: the analytical orientation of “History and class consciousness” and its ontological basis. Tianjin Social Sciences, 5, 15-19.

Wu, A., & Xu, S. (2020). One step further: where to put the subjectivity of human mind in efforts of integrating psychology? Integrative Psychological and Behavioral Science, 54(3), 597-603. https://doi.org/10.1007/s12124-020-09549-w

Xu, S. (2019). Revisiting Bruner’s legacy from the perspective of historical materialism. Integrative Psychology and Behavioral Science, 53(4), 590-601. https://doi.org/10.1007/s12124-019-09490-7

Publicado

2022-07-25

Como Citar

XU, S., WU, A., & LI, X. (2022). Compreendendo o sujeito em desenvolvimento na Psicologia Cultural da educação. Estudos De Psicologia, 39, 1–9. Recuperado de https://periodicos.puc-campinas.edu.br/estpsi/article/view/6477

Edição

Seção

DOSSIÊ | PSICOLOGIA CULTURAL DA EDUCAÇÃO