Nowadays, school has to address users which are heterogeneous and differentiated in respect to their expectations, characteristics and ways of participating to school life. More and more often students’ cultural models are somewhat incompatible with goals and rules expected by the educational institutions. Based on a psychodynamic and cultural approach, authors present an educational model according to which the cooperation between teacher and students is the output of a process aimed at making it explicit and to elaborate the symbolic and affective codes through which students interpret their experience of participation to the educational setting.
Ripensare il ruolo della psicologia per la scuola.
VENULEO, Claudia;SALVATORE, Sergio
2013-01-01
Abstract
Nowadays, school has to address users which are heterogeneous and differentiated in respect to their expectations, characteristics and ways of participating to school life. More and more often students’ cultural models are somewhat incompatible with goals and rules expected by the educational institutions. Based on a psychodynamic and cultural approach, authors present an educational model according to which the cooperation between teacher and students is the output of a process aimed at making it explicit and to elaborate the symbolic and affective codes through which students interpret their experience of participation to the educational setting.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
