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<oai_dc:dc xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><identifier>I11-R110article-1099</identifier><datestamp>2020-09-11T12:56:36Z</datestamp>
<dc:title xml:lang="en-US">Tension in Educational Psychology. Learning in contextual perspectives and the debate about inclusion</dc:title>
<dc:title xml:lang="es-ES">Tensiones en Psicología Educacional. El aprendizaje en las perspectivas contextualistas y el debate sobre la inclusión </dc:title>
<dc:creator>Canepa, Natalia Mabel</dc:creator>
<dc:subject xml:lang="es-ES">Psicología educacional</dc:subject>
<dc:subject xml:lang="es-ES">Aprendizaje</dc:subject>
<dc:subject xml:lang="es-ES">Perspectiva contextualista</dc:subject>
<dc:subject xml:lang="es-ES">Inclusión educativa</dc:subject>
<dc:subject xml:lang="en-US">Educational Psychology</dc:subject>
<dc:subject xml:lang="en-US">learning</dc:subject>
<dc:subject xml:lang="en-US">Contextual perspectives</dc:subject>
<dc:subject xml:lang="en-US">Educational inclusion</dc:subject>
<dc:description xml:lang="en-US">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.</dc:description>
<dc:description xml:lang="es-ES">En este ensayo se procura reflexionar acerca de una de las tensiones existentes en la Psicología Educacional vinculadas a la cuestión del aprendizaje, el fracaso escolar, y la cuestión de la inclusión educativas. Recuperando algunos aspectos de la teoría sociocultural, se pretende impugnar la fuerte tradición que, en la psicología, sostiene que el aprendizaje es un proceso individual y para la cual el contexto solo sería una variable externa que actúa incidiendo desde esa exterioridad. Por el contario, el contexto es una variable inherente a los procesos mismos de aprendizaje, y por lo tanto el análisis del contexto y su trasformación son fundamentales para posibilitar procesos de enseñanza aprendizaje y garantizar, con esto, la plena inclusión educativa.</dc:description>
<dc:publisher xml:lang="es-ES">Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)</dc:publisher>
<dc:date>2018-08-05</dc:date>
<dc:type>info:eu-repo/semantics/article</dc:type>
<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
<dc:type xml:lang="es-ES">Artículo evaluado por pares</dc:type>
<dc:format>application/pdf</dc:format>
<dc:identifier>https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/1099</dc:identifier>
<dc:source xml:lang="es-ES">Saberes y prácticas. Revista de Filosofía y Educación; Vol. 3 (2018): Dossier: Didácticas críticas e interculturales en América Latina: experiencias y desafíos; 1-18</dc:source>
<dc:source>2525-2089</dc:source>
<dc:language>spa</dc:language>
<dc:relation>https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/1099/867</dc:relation>
</oai_dc:dc>
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"title": "Tension in Educational Psychology. Learning in contextual perspectives and the debate about inclusion",
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"description": "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.",
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