Subjetividad en la psicología educativa: de la teoría educativa Vigotskyana hacia una concepción compleja del aprendizaje escolar
Advanced societies in the 21st century are faced with challenges such as large mobilities, becoming more ethnic and culturally diverse. However, far from walking towards social equity, these differences translate into societies that institutionally generate disadvantages towards low-income groups, s...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/18765 |
| Acceso en línea: | http://hdl.handle.net/10256/18765 |
| Access Level: | acceso abierto |
| Palabra clave: | Subjectivitat Educació inclusiva Subjectivity Inclusive education |
| Sumario: | Advanced societies in the 21st century are faced with challenges such as large mobilities, becoming more ethnic and culturally diverse. However, far from walking towards social equity, these differences translate into societies that institutionally generate disadvantages towards low-income groups, social class, race or sex. The school is not left out of it. From the cultural-historical perspective, we have moved towards social justice models that contextualize development and attend specifically to classroom contexts, with special emphasis on the excluded. However, in these approaches, the linear and reductive nature of the educational processes has been maintained, considering, in this way, the social external to the individual. These processes, although manifestly well intentioned, have reduced the chances of the apprentice to develop subjectively as a social person and trained in a complex world full of historical and cultural contradictions. As an alternative, under the Theory of Subjectivity of cultural-historical nature, progress is made in the understanding of learning based on subjective productions, based on the construction of student life experiences, thus favoring development and learning in the school context |
|---|