Contemporary Socio-Cultural Research

Valsiner, Jaan; Rivero, Alberto Rosa

doi:10.1017/cbo9780511611162.003

Cited by 21 publications

(12 citation statements)

References 31 publications

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“…Therefore, the focus is not on the two as separate entities, but on the transactions that define both of them and generate a symbolic world (Zittoun, 2007b). This symbolic world spurs out of processes of meaning-making and co-construction of knowledge (Valsiner & Rosa, 2007) and this is why cultural psychology envisions human existence as essentially mediated through the system of symbols and norms that constitute culture. Consequently, the research focus in cultural psychology is on mediated action in context, on the sociocultural genesis of mental functions, and the analysis of everyday life (Cole, 1996, p. 104).…”

Section: Creativity and Cultural Psychologymentioning

confidence: 99%

Paradigms in the study of creativity: Introducing the perspective of cultural psychology

Glăveanu

2010

New Ideas in Psychology

321

185

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This article identifies three paradigms in creativity theory and research in psychology. The He-paradigm, focused on the solitary genius, has been followed, mainly after the 1950s, by the I-paradigm, equally individualistic in nature but attributing creativity to each and every individual. Extending this view, the Weparadigm incorporates what became known as the social psychology of creativity. The cultural psychology of creativity builds upon this last theoretical approach while being critical of some of its assumptions. This relatively new perspective, using the conceptual and methodological framework of cultural psychology, investigates the sociocultural roots and dynamics of all our creative acts and employs a tetradic framework of self -community -new artifact -existing artifacts in its conceptualization of creativity. The theoretical basis of the cultural psychology approach is analyzed as well as some of its main implications for both the understanding and study of creativity.

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Section: Creativity and Cultural Psychologymentioning

confidence: 99%

Paradigms in the study of creativity: Introducing the perspective of cultural psychology

Glăveanu

2010

New Ideas in Psychology

321

185

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“…A base teórica da pesquisa está situada na psicologia sociocultural (Bruner, 1997;Cole, 1992;Madureira & Branco, 2012a, 20012b;Ratner, 2002;Rogoff, 2003;Valsiner, 2007;Valsiner & Rosa, 2007). A psicologia sociocultural corresponde a um campo de conhecimento híbri-do, interdisciplinar, resultado de diálogos histó-ricos estabelecidos entre a psicologia, a sociologia, a história, a antropologia, a linguística, entre outros.…”

Section: Género Sexualidad Y Diversidad En Escuelas Desde La Perspecunclassified

“…A psicologia sociocultural corresponde a um campo de conhecimento híbri-do, interdisciplinar, resultado de diálogos histó-ricos estabelecidos entre a psicologia, a sociologia, a história, a antropologia, a linguística, entre outros. A psicologia sociocultural não seria um grupo teoricamente coerente, mas sim uma 'família' heterogênea (Valsiner & Rosa, 2007). A psicologia sociocultural tem como um dos seus pressupostos centrais a gênese social do desenvolvimento psicológico individual.…”

Section: Género Sexualidad Y Diversidad En Escuelas Desde La Perspecunclassified

Gênero, sexualidade e diversidade na escola a partir da perspectiva de professores/as

Madureira¹,

Branco²

2015

Temas

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ResumoA partir da perspectiva sociocultural, a pesquisa teve como objetivo analisar as concepções e crenças de professores/as do Ensino Fundamental, de 5 a a 8 a séries (atualmente 6 o a 9 o ano), da rede pública de ensino do Distrito Federal em relação às questões de gênero, sexualidade e diversidade. Em termos metodológicos, foram aplicados questionários na 1 a etapa, envolvendo 122 professores/as de sete escolas distintas. Na 2 a etapa, participaram 10 professores/as de duas escolas que contribuíram na 1 a etapa. Foram realizadas entrevistas individuais semiestruturadas e quatro reuniões de grupos focais em cada uma das duas escolas. Os resultados indicaram que, apesar da maioria dos/as participantes acreditar que a escola deve realizar um trabalho de educação sexual, há uma lacuna entre o que está previsto nos Parâmetros Curriculares Nacionais e o que ocorre de fato. Quando existe um trabalho de educação sexual, este corresponde a um trabalho limitado. Foi identifi cada uma lacuna, em termos de formação de professores, para lidar com as questões de gênero, sexualidade e diversidade na escola. Ao lidar com tais questões, os/as professores/as utilizam suas experiências e opiniões pessoais. Há um silêncio sobre a dimensão afetiva e prazerosa da sexualidade, o que parece distanciar o discurso dos/as professores/as do universo adolescente. Os resultados indicaram a necessidade de incorporação dos estudos de gênero e sexualidade nos cursos de Licenciatura, atividades de capacitação na área que contemplem discussões sobre as raízes histórico-culturais e as bases afetivas dos preconceitos e adoção de uma abordagem integrada de combate à homofobia e ao sexismo.Palavras-chave: Gênero, sexualidade, diversidade na escola, preconceito, formação de professores/as. Gender, Sexuality and Diversity in Schools from Teachers' Perspective AbstractFrom a sociocultural perspective, the present research analyzed 5 th to 8 th grade Middle School ("Ensino Fundamental" in Brazil) teachers' beliefs and conceptualizations about gender, sexuality and diver-1 Endereço para correspondência: Centro Universitário de Brasília (UniCEUB), Curso de Psicologia, SEPN 707/907,

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“…However, although much of the current research on emotional and behavioural disorders attempts to link biological and psychological factors (e.g., Silburg, Rutter, and Eaves 2001) and does consider the role of environment on cognitive processes (e.g., Degnan, Almas, and Fox 2010), when psychologists do consider individual behaviour and context, they view context and behaviour as two separate entities. A sociocultural approach to psychological development aims to understand psychological phenomena that result from the interpretation of experience (Valsiner and Rosa 2007) and suggests as humans experience new social settings these both shape and are shaped by actions and values. This viewpoint suggests children's development is socially constructed, emerging within communities of practice (DePalma 2008), school being one such community.…”

Section: The Development Of Approaches To Emotional and Behavioural Dmentioning

confidence: 99%

An exploration of the impact of contextual school factors on students' ways of thinking, speaking and acting

Learoyd-Smith

2010

Emotional and Behavioural Difficulties

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In recent years there has been growing concern that the emphasis schools place on academic attainment has impacted negatively on children's mental well-being in the UK. In a bid to address society's growing concern for the mental well-being of children, the government has introduced policies into schools aimed at enhancing social and emotional development. Socio-cultural theory suggests children's development is mediated through interpersonal communication which signposts towards specific ways of behaving. This paper explores whether variation in the extent to which schools place a stronger emphasis on social aspects of learning, or academic attainment, results in variation in interpersonal communication. Findings suggest the organisational structure at the whole school level impacts on micro-interactions at the classroom level and that these differences do result in variation in expected ways of behaving. Analysis of school discourse provides a means for exploring the link between school context and students' social and emotional development. The development of approaches to emotional and behavioural disordersIn mediaeval times behavioural abnormalities were considered to be part of the divine plan for mankind; stigma in relation to mental illness was practically unknown. However, the Reformation brought a splitting of the Christian world, a breakdown of values and a search for a scapegoat (Fink and Tasman 1992). Individuals displaying signs of behavioural abnormalities were now considered to be possessed by demonic spirits. The consequent 'witch mania' was the start of a relationship between stigma and mental illness (Mora 2006), a stigma which still exists today. In the late 1800s the scientist Jean-Martin Charcot (1825-1893) de-demonised hysteria by demonstrating that 'demonic possessions' were in fact a variety of hysteria (Blum 1977). Scholars of Charcot included names such as Pierre Janet, William James and Sigmund Freud and by the mid 1890s, driven by a desire to discover the cause of hysteria, Freud and Janet both reached the same conclusion -hysteria was a psychological phenomenon (Haule 1986). Breuer and Freud (1895/1955) published their first paper on the psychoanalysis of hysteria, shortly after which Freud coined the term 'anxiety neurosis', a term which covered milder anxiety states. Freud's psychoanalytical approach to emotional behavioural disorders reigned until the mid-twentieth century.With a general disillusionment of psychoanalytic theories a number of other approaches to emotional and behaviour disorders emerged throughout the twentieth century. These included behaviourism (e.g., Watson 1930), humanism (e.g., Maslow 1943), biological (e.g., *

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Contemporary Socio-Cultural Research

Cited by 21 publications

References 31 publications

Paradigms in the study of creativity: Introducing the perspective of cultural psychology

Paradigms in the study of creativity: Introducing the perspective of cultural psychology

Gênero, sexualidade e diversidade na escola a partir da perspectiva de professores/as

An exploration of the impact of contextual school factors on students' ways of thinking, speaking and acting

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