Argentine Psychopedagogy since the 1970s. Epistemological and theoretical contexts and perspectives
Since the last decades of the 20th century, in the psycho-pedagogical field we have noticed the presence of a varied conceptual and instrumental production focused on supporting psycho-pedagogical work. The objective of this presentation is to give an account of the characteristics of the epistemolo...
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| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2023
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/4824 |
| Aporte de: |
| Sumario: | Since the last decades of the 20th century, in the psycho-pedagogical field we have noticed the presence of a varied conceptual and instrumental production focused on supporting psycho-pedagogical work. The objective of this presentation is to give an account of the characteristics of the epistemological scenarios and the epistemological-theoretical positions adopted consequently and that we notice through the investigation of the conceptual production belonging to Argentine psychologists who are referents of our field that constituted our unit of analysis. The research allowed us to affirm that in the context of hegemonic epistemological perspectives that prevailed in the scientific field in general, the professional psychologists found arguments to base their practices on epistemological options more relevant to the social field and made theoretical choices linked to the so-called critical theories, opening towards comprehensive, interpretive approaches that, while highlighting individual subjection, warn of the emancipatory possibilities of the subjects of the intervention. Likewise, we point out that the entry of the epistemological and its continuity in the trajectory of the psycho-pedagogical field gives rise to specific knowledge practices endowed with increasing rigor and social legitimacy. |
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