Psychopedagogical diagnosis: the construction of observables from the game
This research explores the current modes of analysis in the field of psycho-pedagogical diagnosis, focusing on the different ways in which professionals build observable inputs from playing situations in the framework of psycho-pedagogical practice. This research is framed within the paradigm of qua...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2022
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| Acceso en línea: | http://revele.uncoma.edu.ar/index.php/psico/article/view/3566 |
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| Sumario: | This research explores the current modes of analysis in the field of psycho-pedagogical diagnosis, focusing on the different ways in which professionals build observable inputs from playing situations in the framework of psycho-pedagogical practice. This research is framed within the paradigm of qualitative exploration with a descriptive- exploratory approach and it aims at explaining the problematic situation posed in terms of a logic focused on the analysis of the object of study in its context of production. Because this is an ongoing research, we present preliminary and provisional results regarding the way in which professionals establish -or not- potential connections between school content and games, mainly in reference to mathematics and language practice along the process of psycho-pedagogical diagnosis. We have found out different positions: a) no connection at all between games and school contents; b) games could be a plausible format for investigating school contents; c) playing could be a clinical tool depending on the professional’s point of view that may open up the possibility of “playing school contents” |
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