Psychology and teacher training: evoked memories about the educational psychology subject

The subject Educational Psychology integrates the mandatory curricular matrix of teacher training courses. The objective of this study was to interpret the potential of the teaching of psychology to contribute to future teachers to forge a teaching praxis based on pedagogical proposals that aim at h...

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Principais autores: Diogo, Maria Fernanda, Christ, Charles Augusto
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/30005
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record_format ojs
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Diogo, Maria Fernanda
Christ, Charles Augusto
spellingShingle Diogo, Maria Fernanda
Christ, Charles Augusto
Psychology and teacher training: evoked memories about the educational psychology subject
author_facet Diogo, Maria Fernanda
Christ, Charles Augusto
author_sort Diogo, Maria Fernanda
title Psychology and teacher training: evoked memories about the educational psychology subject
title_short Psychology and teacher training: evoked memories about the educational psychology subject
title_full Psychology and teacher training: evoked memories about the educational psychology subject
title_fullStr Psychology and teacher training: evoked memories about the educational psychology subject
title_full_unstemmed Psychology and teacher training: evoked memories about the educational psychology subject
title_sort psychology and teacher training: evoked memories about the educational psychology subject
description The subject Educational Psychology integrates the mandatory curricular matrix of teacher training courses. The objective of this study was to interpret the potential of the teaching of psychology to contribute to future teachers to forge a teaching praxis based on pedagogical proposals that aim at human emancipation. Based on the theoretical framework of Cultural-Historical Psychology and using cores of meaning, this article analyzed the undergraduate students' spontaneous memories related to the subject psychology offered in their courses. The senses attributed to the teaching of this specific area revealed that the classes presented the theoretical foundations of this field of knowledge, problematized everyday issues and values underlying the social relationships experienced in school spaces, leading to the widening of the future teachers’ interpretive horizons. The undergraduate students' reports also revealed that the psychology classes were permeated by discussions and debates, highlighting the diversity, the interaction, the exchange of ideas, and emphasizing the dialogic character of this formative experience.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2023
url https://periodicos.ufrn.br/educacaoemquestao/article/view/30005
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AT christcharlesaugusto psychologyandteachertrainingevokedmemoriesabouttheeducationalpsychologysubject
AT diogomariafernanda psicologiayformaciondelprofesoradomemoriasevocadassobreladisciplinapsicologiaeducativa
AT christcharlesaugusto psicologiayformaciondelprofesoradomemoriasevocadassobreladisciplinapsicologiaeducativa
AT diogomariafernanda psicologiaeformacaodocentememoriasevocadasacercadadisciplinapsicologiaeducacional
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spelling oai:periodicos.ufrn.br:article-300052023-02-01T11:40:02Z Psychology and teacher training: evoked memories about the educational psychology subject Psicología y formación del profesorado: memorias evocadas sobre la disciplina psicología educativa Psicologia e formação docente: memórias evocadas acerca da disciplina psicologia educacional Diogo, Maria Fernanda Christ, Charles Augusto Ensino de Psicologia Licenciatura Memória Psicologia Histórico-Cultural Teaching of psychology Teacher training course Memory Cultural-Historical Psychology Enseñanza de la Psicología Graduación Memoria Psicología Histórico-Cultural The subject Educational Psychology integrates the mandatory curricular matrix of teacher training courses. The objective of this study was to interpret the potential of the teaching of psychology to contribute to future teachers to forge a teaching praxis based on pedagogical proposals that aim at human emancipation. Based on the theoretical framework of Cultural-Historical Psychology and using cores of meaning, this article analyzed the undergraduate students' spontaneous memories related to the subject psychology offered in their courses. The senses attributed to the teaching of this specific area revealed that the classes presented the theoretical foundations of this field of knowledge, problematized everyday issues and values underlying the social relationships experienced in school spaces, leading to the widening of the future teachers’ interpretive horizons. The undergraduate students' reports also revealed that the psychology classes were permeated by discussions and debates, highlighting the diversity, the interaction, the exchange of ideas, and emphasizing the dialogic character of this formative experience. La disciplina de psicología educativa es parte del plan de estudios obligatorio de los cursos de pregrado en enseñanza. El objetivo de este estudio fue interpretar la potencialidad de la enseñanza de psicología contribuir para que futuros/as profesores/as forjen una praxis docente basada en propuestas pedagógicas que apunten a la emancipación humana. Con base en el marco teórico de la Psicología Histórico-Cultural y utilizando núcleos de significación, este artículo analizó las memorias espontáneas de estudiantes de pregrado en enseñanza relacionadas con la disciplina de psicología ofrecida para sus cursos. Los significados atribuidos a la enseñanza de esta área específica revelaron que las clases presentaron los fundamentos teóricos de este campo del saber, problematizaron temas cotidianos y valores que subyacen en las relaciones sociales vividas en los espacios escolares, propiciando la ampliación de los horizontes interpretativos de los/as futuros/as docentes. Los relatos también revelaron que las clases de psicología estuvieron impregnadas de discusiones y debates, destacando la diversidad, la interacción, el intercambio de ideas y enfatizando el carácter dialógico de esa experiencia formativa. A disciplina psicologia educacional integra a matriz curricular obrigatória dos cursos de licenciatura. O objetivo deste estudo foi interpretar a potencialidade do ensino de psicologia contribuir para que futuros/as professores/as forjem uma práxis docente pautada em propostas pedagógicas que objetivem a emancipação humana. Com base no arcabouço teórico da Psicologia Histórico-Cultural e utilizando núcleos de significação, este artigo analisou as memórias espontâneas dos/as licenciandos/as relacionadas à disciplina psicologia ofertada para seus cursos. Os sentidos atribuídos ao ensino desta área específica revelaram que as aulas apresentaram os fundamentos teóricos deste campo do conhecimento, problematizaram temas cotidianos e valores subjacentes às relações sociais vivenciadas nos espaços escolares, propiciando o alargamento dos horizontes interpretativos dos/as futuros/as professores/as. Os relatos também revelaram que as aulas de psicologia foram permeadas por discussões e debates, destacando a diversidade, a interação, o intercâmbio de ideias e acentuando o caráter dialogado dessa vivência formativa. Portal de Periódicos Eletrônicos da UFRN 2023-01-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/30005 Revista Educação em Questão; v. 60 n. 66 (2022): out./dez. 2022 1981-1802 0102-7735 10.21680/1981-1802.2022v60n66 por https://periodicos.ufrn.br/educacaoemquestao/article/view/30005/16664 Copyright (c) 2023 Revista Educação em Questão http://creativecommons.org/licenses/by-nc-sa/4.0

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