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...

Descripción completa

Detalles Bibliográficos
Autor principal: Canepa, Natalia Mabel
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2018
Materias:
Acceso en línea:https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/1099
Aporte de:S de Universidad Nacional de Cuyo Ver origen
Descripción
Sumario: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.