From Interpsychological to Intrapsychological: Developing Students’ Agency
This paper starts from the contradictions that permeate the Latin American democratic context to dis¬cuss how psychology can contribute to expanding students' agency in public schools located in vulnerable contexts marked by poverty and social exclusion. The contributions of Cultural-Historical...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN RU |
| Publicado: |
Moscow State University of Psychology and Education
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/ee100c9fbbf84461a9d0b3ac3ac3f632 |
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| Sumario: | This paper starts from the contradictions that permeate the Latin American democratic context to dis¬cuss how psychology can contribute to expanding students' agency in public schools located in vulnerable contexts marked by poverty and social exclusion. The contributions of Cultural-Historical Psychology and German Critical Psychology are articulated to substantiate the importance of building participatory spaces for human development. The authors were inserted in a public school from the year 2015 to the year 2017, holding class assemblies with primary school students. The content discussed in these meetings was re¬corded in field diaries, from which three narratives were selected for analysis. The first narrative deals with a discussion of physical education activities; the second presents a student sharing his suffering in the face of bullying as he cries in class; the third reports a discussion about the theft of a pencil. It is concluded that guided by critical perspective, psychology can contribute to the strengthening of subjects, collaborating to the expansion of their agency. |
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