Tension in Educational Psychology. Learning in contextual perspectives and the debate about inclusion

The purpose of this paper is to reflect upon the existent tensions in Educational Psychology in relation to learning, school failure and educational inclusion. Drawing on some aspects of the sociocultural theory, this research is aimed at challenging the strong tradition that, in psychology, sustain...

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Autor principal: Canepa, Natalia Mabel
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2018
Materias:
Psicología educacional
Aprendizaje
Perspectiva contextualista
Inclusión educativa
Educational Psychology
learning
Contextual perspectives
Educational inclusion
Acceso en línea:https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/1099
Aporte de:
Saberes y prácticas. Revista de Filosofía y Educación de Universidad Nacional de Cuyo
id I11-R110article-1099
record_format ojs
institution Universidad Nacional de Cuyo
institution_str I-11
repository_str R-110
container_title_str Saberes y prácticas. Revista de Filosofía y Educación
language Español
format Artículo revista
topic Psicología educacional
Aprendizaje
Perspectiva contextualista
Inclusión educativa
Educational Psychology
learning
Contextual perspectives
Educational inclusion
spellingShingle Psicología educacional
Aprendizaje
Perspectiva contextualista
Inclusión educativa
Educational Psychology
learning
Contextual perspectives
Educational inclusion
Canepa, Natalia Mabel
Tension in Educational Psychology. Learning in contextual perspectives and the debate about inclusion
topic_facet Psicología educacional
Aprendizaje
Perspectiva contextualista
Inclusión educativa
Educational Psychology
learning
Contextual perspectives
Educational inclusion
author Canepa, Natalia Mabel
author_facet Canepa, Natalia Mabel
author_sort Canepa, Natalia Mabel
title Tension in Educational Psychology. Learning in contextual perspectives and the debate about inclusion
title_short Tension in Educational Psychology. Learning in contextual perspectives and the debate about inclusion
title_full Tension in Educational Psychology. Learning in contextual perspectives and the debate about inclusion
title_fullStr Tension in Educational Psychology. Learning in contextual perspectives and the debate about inclusion
title_full_unstemmed Tension in Educational Psychology. Learning in contextual perspectives and the debate about inclusion
title_sort tension in educational psychology. learning in contextual perspectives and the debate about inclusion
description The purpose of this paper is to reflect upon the existent tensions in Educational Psychology in relation to learning, school failure and educational inclusion. Drawing on some aspects of the sociocultural theory, this research is aimed at challenging the strong tradition that, in psychology, sustains that learning is an individual process in which the context is just an external variable that has an effect only from an exteriority. However, context is a variable which is inherent to the learning process and, therefore, the analysis of the context and its transformation are fundamental to foster teaching-learning processes and in so doing, to grant full inclusion.
publisher Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
publishDate 2018
url https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/1099
work_keys_str_mv AT canepanataliamabel tensionineducationalpsychologylearningincontextualperspectivesandthedebateaboutinclusion
AT canepanataliamabel tensionesenpsicologiaeducacionalelaprendizajeenlasperspectivascontextualistasyeldebatesobrelainclusion
first_indexed 2022-06-20T13:41:45Z
last_indexed 2022-06-20T13:41:45Z
bdutipo_str Revistas
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