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...
Guardado en:
| Autor principal: | |
|---|---|
| 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: |
| 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. |
|---|