Issues on Theoretical Indispensabüity and Validation of Psychopedagogical Practice

• Autor(a) principal: Cohen, Liliana Alicia
• Data de Publicação: 2014
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação & Realidade
• Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/48697
• topic: Práctica de Intervención. Teoria de la Intervención. Sujeto de Conocimiento. Vigilancia Epistemológica.; Intervention Practice. Intervention Theory. Subject of Knowledge. Epistemological Vigilance.

The psychopedagogical task focused on learning difficulties has legitimatedits intervention by tuming to different conceptual marks that served as itsstarting point for the understanding of the learning problem and for the legitimizationof its clinicai intervention. Serious consequences for the development of thepsychopedagogical practice were arisen from a certain tendency of applying conceptsand methods that were built in the midst of theories which are not specifically dedicatedto the psychopedagogical field, and from the lack of an epistemological reflectionabout that fact. This article attempts to enlighten the historical origin of thepsychopedagogical practice and to redefine both its object of study and its field ofproblems, as well as to reflect about some obstacles and possibilities for the developmentof an intervention theory.