Contributions of psychology to the teacher-student relationship

Detalhes bibliográficos
Autor(a) principal: Pena, Alexandra Coelho
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fractal : Revista de Psicologia
Texto Completo: https://periodicos.uff.br/fractal/article/view/5792
Resumo: The views of different approaches of psychology – and of other fields of knowledge – about the way human being acquires knowledge, may contribute to the comprehension of the relation that is established between adults and kids, adults and teenager and adults and adults in the many educational segments, from day care to university. The goal of the article is to explain the main concepts of theories of Jean Piaget, Lev Vigotski, Wilhelm Reich and Martin Buber, seeking with this, elements that help in the comprehension of the complex teacher-student relationship that goes beyond the classroom and disrupting with a view of education as transfer of knowledge. This relationship is built in a given time and space, marked by values, ideologies, norms and discourses. The contributions of psychology to education must move towards helping to understand the complex interactions established within educational institutions, contextualizing the phenomena and addressing them in the context of relationships between people, considering the complexity involved in this discussion.
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spelling Contributions of psychology to the teacher-student relationshipContribuciones de la psicología a la relación maestro-estudianteContribuições da Psicologia para a relação professor-alunopsicologiaeducaçãorelação professor-alunopsychologyeducationteacher-student relationshippsicologíaeducaciónrelación maestro-estudianteThe views of different approaches of psychology – and of other fields of knowledge – about the way human being acquires knowledge, may contribute to the comprehension of the relation that is established between adults and kids, adults and teenager and adults and adults in the many educational segments, from day care to university. The goal of the article is to explain the main concepts of theories of Jean Piaget, Lev Vigotski, Wilhelm Reich and Martin Buber, seeking with this, elements that help in the comprehension of the complex teacher-student relationship that goes beyond the classroom and disrupting with a view of education as transfer of knowledge. This relationship is built in a given time and space, marked by values, ideologies, norms and discourses. The contributions of psychology to education must move towards helping to understand the complex interactions established within educational institutions, contextualizing the phenomena and addressing them in the context of relationships between people, considering the complexity involved in this discussion.Concepciones de diferentes enfoques de la psicología - y otras áreas del conocimiento - acerca de cómo el ser humano conoce, pueden contribuir a la comprensión de la relación que se establece entre adultos y niños, adultos y adolescentes y adultos y adultos en los diferentes segmentos educativos, desde la guardería a la universidad. Se trata de un artículo de revisión de la literatura cuyo objetivo es explicar los principales conceptos de las teorías de Jean Piaget, Lev Vigotski, Wilhelm Reich y Martin Buber, buscando elementos que contribuyan a la comprensión de la compleja relación profesor-alumno, que va más allá de la clase, rompiendo con una concepción de la enseñanza como transferencia de conocimiento. Esa relación se construye en un tiempo y un espacio determinados, marcados por valores, ideologías, normas y discursos. Las contribuiciones de la psicología a la educación deben ayudar a comprender las complejas interacciones que se establecen al interior de las instituciones educativas, contextualizando los fenómenos en el ámbito de las relaciones entre las personas, considerando la complejidad que involucra esa discusión.As concepções de diferentes abordagens da psicologia – e de outros campos de saber – sobre como o ser humano conhece podem contribuir para a compreensão da relação que se estabelece entre adultos e crianças, adultos e adolescentes e adultos e adultos nos diversos segmentos educacionais, da creche à universidade. Trata-se de artigo de revisão de literatura que tem por objetivo explicitar os principais conceitos das teorias de Jean Piaget, Lev Vigotski, Wilhelm Reich e Martin Buber, buscando com isso elementos que ajudem na compreensão da complexa relação professor-aluno, que vai além da sala de aula, rompendo com uma concepção de ensino como transferência de conhecimento. Essa relação se constrói em um determinado tempo e espaço, marcados por valores, ideologias, normas e discursos. As contribuições da psicologia para a educação devem caminhar no sentido de ajudar a compreender as complexas interações que se estabelecem no interior das instituições educativas, contextualizando os fenômenos e abordando-os no âmbito das relações entre as pessoas, considerando a complexidade que envolve essa discussão.ABEC2021-11-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por paresRevisão de literaturaapplication/pdftext/xmlhttps://periodicos.uff.br/fractal/article/view/579210.22409/1984-0292/v33i2/5792Fractal: Journal of Psychology; Vol. 33 No. 2 (2021); 91-99Fractal: Revista de Psicologia; v. 33 n. 2 (2021); 91-991984-029210.22409/1984-0292/v33i2reponame:Fractal : Revista de Psicologiainstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://periodicos.uff.br/fractal/article/view/5792/30315https://periodicos.uff.br/fractal/article/view/5792/30316Copyright (c) 2021 Alexandra Coelho Penahttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessPena, Alexandra Coelho2021-08-31T18:35:42Zoai:ojs.pkp.sfu.ca:article/5792Revistahttps://periodicos.uff.br/fractalPUBhttps://periodicos.uff.br/fractal/oai||anaclmonteiro@yahoo.com.br|| mlivianascimento@gmail.com1984-02921984-0292opendoar:2021-08-31T18:35:42Fractal : Revista de Psicologia - Universidade Federal Fluminense (UFF)false
dc.title.none.fl_str_mv Contributions of psychology to the teacher-student relationship
Contribuciones de la psicología a la relación maestro-estudiante
Contribuições da Psicologia para a relação professor-aluno
title Contributions of psychology to the teacher-student relationship
spellingShingle Contributions of psychology to the teacher-student relationship
Pena, Alexandra Coelho
psicologia
educação
relação professor-aluno
psychology
education
teacher-student relationship
psicología
educación
relación maestro-estudiante
title_short Contributions of psychology to the teacher-student relationship
title_full Contributions of psychology to the teacher-student relationship
title_fullStr Contributions of psychology to the teacher-student relationship
title_full_unstemmed Contributions of psychology to the teacher-student relationship
title_sort Contributions of psychology to the teacher-student relationship
author Pena, Alexandra Coelho
author_facet Pena, Alexandra Coelho
author_role author
dc.contributor.author.fl_str_mv Pena, Alexandra Coelho
dc.subject.por.fl_str_mv psicologia
educação
relação professor-aluno
psychology
education
teacher-student relationship
psicología
educación
relación maestro-estudiante
topic psicologia
educação
relação professor-aluno
psychology
education
teacher-student relationship
psicología
educación
relación maestro-estudiante
description The views of different approaches of psychology – and of other fields of knowledge – about the way human being acquires knowledge, may contribute to the comprehension of the relation that is established between adults and kids, adults and teenager and adults and adults in the many educational segments, from day care to university. The goal of the article is to explain the main concepts of theories of Jean Piaget, Lev Vigotski, Wilhelm Reich and Martin Buber, seeking with this, elements that help in the comprehension of the complex teacher-student relationship that goes beyond the classroom and disrupting with a view of education as transfer of knowledge. This relationship is built in a given time and space, marked by values, ideologies, norms and discourses. The contributions of psychology to education must move towards helping to understand the complex interactions established within educational institutions, contextualizing the phenomena and addressing them in the context of relationships between people, considering the complexity involved in this discussion.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado por pares
Revisão de literatura
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uff.br/fractal/article/view/5792
10.22409/1984-0292/v33i2/5792
url https://periodicos.uff.br/fractal/article/view/5792
identifier_str_mv 10.22409/1984-0292/v33i2/5792
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uff.br/fractal/article/view/5792/30315
https://periodicos.uff.br/fractal/article/view/5792/30316
dc.rights.driver.fl_str_mv Copyright (c) 2021 Alexandra Coelho Pena
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Alexandra Coelho Pena
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv ABEC
publisher.none.fl_str_mv ABEC
dc.source.none.fl_str_mv Fractal: Journal of Psychology; Vol. 33 No. 2 (2021); 91-99
Fractal: Revista de Psicologia; v. 33 n. 2 (2021); 91-99
1984-0292
10.22409/1984-0292/v33i2
reponame:Fractal : Revista de Psicologia
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instacron:UFF
instname_str Universidade Federal Fluminense (UFF)
instacron_str UFF
institution UFF
reponame_str Fractal : Revista de Psicologia
collection Fractal : Revista de Psicologia
repository.name.fl_str_mv Fractal : Revista de Psicologia - Universidade Federal Fluminense (UFF)
repository.mail.fl_str_mv ||anaclmonteiro@yahoo.com.br|| mlivianascimento@gmail.com
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