Las relaciones entre psicología y educación en la formación de maestros en la Argentina. Una perspectiva histórica y curricular
We present a synthesis of our thesis in university teaching focused on providing evidence for a history of the problematizations of objects at the intersection between psychology and teacher training in Argentina. With the opening of the Normal School of Paraná the establishment of psychology as a s...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Universidad Nacional del Litoral
2023
|
| Materias: | |
| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/12891 |
| Aporte de: |
| Sumario: | We present a synthesis of our thesis in university teaching focused on providing evidence for a history of the problematizations of objects at the intersection between psychology and teacher training in Argentina. With the opening of the Normal School of Paraná the establishment of psychology as a school discipline at the beginning of teacher training begins in Argentina from 1871, establishing an unprecedented teaching environment in our country. From an exploratory investigation and through a bibliographic design, the genesis, objective and disciplinary contents are investigated. For the production of data, documentary observation and content were used. Regarding the analysis, an exploratory reading of the documentary corpus and its codification was carried out. The theoretical and methodological perspective uses the critical history of psychology, the historical construction of school disciplines, the history of education and specific studies on the curriculum and teacher training in Argentina. The research allowed dismantling some assumptions and making visible the specificity of the relationships between psychology and teacher training in Argentina, as well as offering a tool with interpretive potential to review this training today. |
|---|