Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology

Detalhes bibliográficos
Autor(a) principal: Nunes, Laísy de Lima
Data de Publicação: 2014
Outros Autores: Alves, Simone Salvino, Ramalho, Jaqueline Vilar, Aquino, Fabíola de Sousa Braz
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/86268
Resumo: The present study seeks to map the productions in the scope of educational and school psychology and, more specifically, in the scientific articles that show a critical perspective in this area. This is done by emphasizing the importance of monitoring scientific production and its possibility of indicating the quality and directions taken by the production of knowledge. In order to achieve this, we have conducted a bibliographical search of the online versions published between 2007 and 2011, available in the journal Psicologia Escolar e Educacional (Educational and School Psychology), which is a biannual publication of Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE - Brazilian Association of Educational and School Psychology). Overall, 134 articles were analyzed. The results indicate that 17 articles (12.69%) were classified in the critical perspective. Each study discusses important aspects of educational and school psychology, focusing on the role of school psychologists, teacher education, and the critical stance of school agents. All the articles selected were based on the cultural-historical theory, one of the critical approaches of psychology used to help understand educational phenomena, which are considered in this study as essentially psychosocial. This survey can be seen as a platform to evaluate the academic undergraduate and graduate background of psychology students in the field of education and similar areas, and it provides a deeper view on how contemporary educational and school psychology has been configured and its impact on professional practices guided by a critical perspective.
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spelling Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology Contribuições da perspectiva crítica de base histórico-cultural para a produção científica em psicologia educacional The present study seeks to map the productions in the scope of educational and school psychology and, more specifically, in the scientific articles that show a critical perspective in this area. This is done by emphasizing the importance of monitoring scientific production and its possibility of indicating the quality and directions taken by the production of knowledge. In order to achieve this, we have conducted a bibliographical search of the online versions published between 2007 and 2011, available in the journal Psicologia Escolar e Educacional (Educational and School Psychology), which is a biannual publication of Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE - Brazilian Association of Educational and School Psychology). Overall, 134 articles were analyzed. The results indicate that 17 articles (12.69%) were classified in the critical perspective. Each study discusses important aspects of educational and school psychology, focusing on the role of school psychologists, teacher education, and the critical stance of school agents. All the articles selected were based on the cultural-historical theory, one of the critical approaches of psychology used to help understand educational phenomena, which are considered in this study as essentially psychosocial. This survey can be seen as a platform to evaluate the academic undergraduate and graduate background of psychology students in the field of education and similar areas, and it provides a deeper view on how contemporary educational and school psychology has been configured and its impact on professional practices guided by a critical perspective. Com ênfase na importância do monitoramento da produção científica, podendo o mesmo indicar qualidade da e rumos tomados pela produção do saber, o presente estudo visa a mapear as produções no âmbito da psicologia escolar educacional e, mais especificamente, nos artigos científicos que apresentem uma perspectiva crítica nessa área. Para tanto, foi realizada uma busca bibliográfica das versões on-line, publicadas entre 2007 e 2011, disponíveis na página da revista Psicologia Escolar e Educacional, publicação semestral da Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE). Ao todo, foram analisados 134 artigos. Os resultados apontaram que 17 artigos (12,69%) foram classificados na perspectiva crítica. Cada estudo trata de importantes aspectos da psicologia escolar educacional, tendo como foco o papel do psicólogo na escola, a formação docente e a postura crítica dos agentes escolares. Todos os artigos selecionados fundamentam-se na teoria histórico-cultural, uma das abordagens críticas da psicologia resgatadas para a compreensão dos fenômenos educacionais, aqui considerados essencialmente psicossociais. Entende-se que esse levantamento representa um instrumento de fundamentação e de questionamento na formação acadêmica (graduação e pós-graduação) de alunos de psicologia, da área de educação e de áreas afins, e propicia um maior aprofundamento acerca de como vem se configurando a psicologia escolar educacional contemporânea e dos impactos nas práticas profissionais orientadas por uma perspectiva crítica. Universidade de São Paulo. Faculdade de Educação2014-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/8626810.1590/s1517-97022014091471Educação e Pesquisa; v. 40 n. 3 (2014); 667-682Educação e Pesquisa; Vol. 40 No. 3 (2014); 667-682Educação e Pesquisa; Vol. 40 Núm. 3 (2014); 667-6821678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/86268/88929Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessNunes, Laísy de LimaAlves, Simone SalvinoRamalho, Jaqueline VilarAquino, Fabíola de Sousa Braz2014-10-30T15:26:07Zoai:revistas.usp.br:article/86268Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-30T15:26:07Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology
Contribuições da perspectiva crítica de base histórico-cultural para a produção científica em psicologia educacional
title Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology
spellingShingle Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology
Nunes, Laísy de Lima
title_short Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology
title_full Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology
title_fullStr Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology
title_full_unstemmed Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology
title_sort Contributions of cultural-historical studies with a critical perspective to scientific production in educational psychology
author Nunes, Laísy de Lima
author_facet Nunes, Laísy de Lima
Alves, Simone Salvino
Ramalho, Jaqueline Vilar
Aquino, Fabíola de Sousa Braz
author_role author
author2 Alves, Simone Salvino
Ramalho, Jaqueline Vilar
Aquino, Fabíola de Sousa Braz
author2_role author
author
author
dc.contributor.author.fl_str_mv Nunes, Laísy de Lima
Alves, Simone Salvino
Ramalho, Jaqueline Vilar
Aquino, Fabíola de Sousa Braz
description The present study seeks to map the productions in the scope of educational and school psychology and, more specifically, in the scientific articles that show a critical perspective in this area. This is done by emphasizing the importance of monitoring scientific production and its possibility of indicating the quality and directions taken by the production of knowledge. In order to achieve this, we have conducted a bibliographical search of the online versions published between 2007 and 2011, available in the journal Psicologia Escolar e Educacional (Educational and School Psychology), which is a biannual publication of Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE - Brazilian Association of Educational and School Psychology). Overall, 134 articles were analyzed. The results indicate that 17 articles (12.69%) were classified in the critical perspective. Each study discusses important aspects of educational and school psychology, focusing on the role of school psychologists, teacher education, and the critical stance of school agents. All the articles selected were based on the cultural-historical theory, one of the critical approaches of psychology used to help understand educational phenomena, which are considered in this study as essentially psychosocial. This survey can be seen as a platform to evaluate the academic undergraduate and graduate background of psychology students in the field of education and similar areas, and it provides a deeper view on how contemporary educational and school psychology has been configured and its impact on professional practices guided by a critical perspective.
publishDate 2014
dc.date.none.fl_str_mv 2014-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/86268
10.1590/s1517-97022014091471
url https://www.revistas.usp.br/ep/article/view/86268
identifier_str_mv 10.1590/s1517-97022014091471
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/86268/88929
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 40 n. 3 (2014); 667-682
Educação e Pesquisa; Vol. 40 No. 3 (2014); 667-682
Educação e Pesquisa; Vol. 40 Núm. 3 (2014); 667-682
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
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