This book provides a "context" of discussion for researchers and educational experts in order to rethink the relationship between actors, practices and borders within the educational contexts. The research in educational psychology has often challenged the concept of "educational context". According to the different theoretical frameworks, the construct of contexts, their borders, and the dimensions to be taken into account have all been defined in different ways. The book offers a reflection that goes from theory to practice and backward from practice to theory. The main research questions the book addresses are how actors, i.e. teachers, parents and students, educators, and professionals, with their own identity and social representations, build their educational practices, or, their shared cultural spaces where knowledge is generated, defining the borders of the educational contexts. The book proposes that a border is a type of membrane within and outside the educational setting bringing together different actors, groups and cultures. The book presents the perspectives of scholars and educational experts from various parts of the world, including Brazil, Argentina, Italy, Japan, and the United Kingdom. They shed light on what happens at the border in different cultural contexts, and what the relationship is between the educational setting and the other life contexts or micro-cultures.

Klappentext

This book provides a context of discussion for researchers and educational experts in order to rethink the relationship between actors, practices and borders within the educational contexts. The research in educational psychology has often challenged the concept of educational context. According to the different theoretical frameworks, the construct of contexts, their borders, and the dimensions to be taken into account have all been defined in different ways. The book offers a reflection that goes from theory to practice and backward from practice to theory. The main research questions the book addresses are how actors, i.e. teachers, parents and students, educators, and professionals, with their own identity and social representations, build their educational practices, or, their shared cultural spaces where knowledge is generated, defining the borders of the educational contexts. The book proposes that a border is a type of membrane within and outside the educational setting bringing together different actors, groups and cultures. The book presents the perspectives of scholars and educational experts from various parts of the world, including Brazil, Argentina, Italy, Japan, and the United Kingdom. They shed light on what happens at the border in different cultural contexts, and what the relationship is between the educational setting and the other life contexts or micro-cultures.

Zusammenfassung

This book provides a context of discussion for researchers and educational experts in order to rethink the relationship between actors, practices and borders within the educational contexts. The research in educational psychology has often challenged the concept of educational context. According to the different theoretical frameworks, the construct of contexts, their borders and the dimensions to be taken into account have all been defined in different ways. The book offers a reflection that goes from theory to practice and backward from practice to theory. The main research questions the book addresses are how actors, i.e. teachers, parents and students, educators and professionals, with their own identity and social representations, build their educational practices or their shared cultural spaces where knowledge is generated, defining the borders of the educational contexts. The book proposes that a border is a type of membrane within and outside the educational setting bringing together different actors, groups and cultures. The book presents the perspectives of scholars and educational experts from various parts of the world, including Brazil, Argentina, Italy, Japan, and the United Kingdom. They shed light on what happens at the border in different cultural contexts and what the relationship is between the educational setting and the other life contexts or micro-cultures.

Inhalt

Series preface: Giuseppina Marsico **Educational contexts in a Cultural Psychology perspective.- Introduction: Virgínia Dazzani, Giuseppina Marsico, Marilena Ristum & Ana Cecília de Sousa BastosBecoming Human inside, outside and between contexts and borders: a cultural lens on education.-Part I: Contexts, Borders and Education: Theoretical Coordinates.- 1. Harry Daniels (University of Oxford, UK) Boundaries within and between contexts.- 2. Luca Tateo (Aalborg University, Denmark) Continuity and discontinuity of the educational context.- 3. Emiliana Mangone (Università degli Studi di Salerno, UNISA, Italy) Beyond micro-macro opposition: the multidimensionality of the educational processes.- 4. Claisy Marinho Araújo (University of Brasilia/UnB, Brazil) Dialogs between Psychology and Education: mediation of competences in a historic and cultural perspective of human development.- 5. Ângela Uchoa Branco & Maria Claudia Lopes de Oliveira (University of Brasilia/UnB, Brazil) The Dynamics of Self-Other Relations in Educational Contexts: The Emergence of Values through the Dialogic Construction of Alterity.- Part II: Educational Contexts Through a Cultural Lens. A Case Study: Brazil.- 6. Marina Massimi (University of São Paulo/USP, Brazil) Conceptions of education and its influence on the Brazilian educational system: some examples derived from the socio-cultural history.- 7. Patríci a do Vale Zucoloto & Antônio Marcos Chaves (Federal University of Bahia/UFBA, Brazil) Evidence of medicalization in medical discourse on schooling in Brazil during the first republic.- 8. Raquel S. L. Guzzo & Vera Lúcia Trevisan de Souza (Pontifícia Universidade Católica de Campinas/PUC-Campinas, Brazil). School and child development: the real and the ideal on brasilian educational context.- 9. Elsa de Mattos & Antônio Marcos Chaves (Federal University of Bahia/UFBA, Brazil) ****Becoming-Professionals: Exploring young people's construction of alternative futures.-10. Editorial Intermezzo: Marilena Ristum, Ana Cecília de Sousa Bastos, Virgínia Dazzani, Giuseppina Marsico Experiencing the Educational Contexts: Insideness, Outsideness, Betweenness.-Part III Insideness.- 11. Cristina Coppola, Monica Mollo and Tiziana Pacelli (Università degli Studi di Salerno/UNISA, Italy) The development of logical tools through activities socially constructed and culturally situated: an overview of the research.- 12 Marilena Ristum (Federal University of Bahia/UFBA, Brazil) Meanings of violence: the classroom as a meeting point for discourse and practices.- 13. Ramon Cerqueira Gomes and Virgínia Dazzani (Federal University of Bahia/UFBA, Brazil) The Formation of the Subject in the Family-School Boundary during Adolescence.- 14. Vania Bustamante Dejo & Cecilia McCallum (Federal University of Bahia/UFBA, Brazil) Everyday Child Care in Daycare Centers: An Ethnographic Study.- 15. Gabriela Di Gesú, (Universidad Nacional de General Sarmiento, Buenos Aires, Argentina) Culture and affect in the practice of English teaching as a second language.- Part IV Outsideness.- 16. José Eduardo Ferreira Santos (Federal University of Bahia/UFBA, Brazil) Boundaries between art and education: the case of the Lake Collection.- 17. Yasuhiro Omi (University of Yamanashi, Japan) The potential of the globalization of education in Japan: The Japanese style of school sports activities.- 18. Yoriko Omi-Okamoto (Shohoku College, Japan), Parental Proxy Talk in Japanese Parents. How Does a Parent Express Oneself through her/his Baby's Voices**?.- 19. Elizabeth Tunes, Ingrid Lilian Fuhr Raad and Robe…