Acceso usuarios
María Alejandra Ferrero
En un primer momento este trabajo, procura ubicar en los orígenes de la Psicopedagogía vestigios potentes que habilitan la oportunidad como disciplina de consulta ante los avatares que provoca el encuentro-desencuentro con otros en las actuales instituciones escolares. Luego, articula el marco teórico que hace de basamento a la práctica psicopedagógica singular desarrollada en escuelas secundarias públicas, marco teórico conformado por los bordes de varias disciplinas dos entre ellas son: la Pedagogía Social, el Psicoanálisis. Procura ubicar a la Psicopedagogía en el marco educativo abocada, junto a otras disciplinas, al desafío ético y político que representa la transmisión del legado cultural y enlaza la práctica psicopedagógica con la promoción de resistencias simbolizantes. Desarrolla una propuesta respecto de la responsabilidad en el posicionamiento de los profesionales que intervienen. Refiere a que la educación es responsable de acotar el malestar a través de la transmisión cultural. En este sentido, ubica a la Psicopedagogía como herramienta auxiliar del campo educativo. Realiza un breve recorte de situaciones de la práctica que articula con el marco teórico referido.
At first, this paper seeks to locate in the origins of Psychopedagogy, strong traces which enable the opportunity as a discipline for consultation against the avatars that cause the encounter-clash with others in current educational institutions. Then, it articulates the theoretical framework which becomes the base for the unique psychopedagogic practice developed in public high schools. The theoretical frameworks formed by the edges of various disciplines, two among them are: Social Pedagogy, Psychoanalysis. It tries to place the psychopedagogy in the school framework, along with other disciplines, the ethical and political challenge which represents the spread of cultural heritage. It links the pschycopedagogic practice to the promotion of symbolizing strength. It develops a proposal with respect to the responsibility in the positioning of the professionals involved. It means that education is responsible for limiting the discomfort through cultural transmission. In this sense it places the Psychopedagogy as an auxiliary tool in the educational field. It makes a short cut in practice situations that articulates with the theoretical framework mentioned.At first, this paper seeks to locate in the origins of Psychopedagogy, strong traces which enable the opportunity as a discipline for consultation against the avatars that cause the encounter-clash with others in current educational institutions. Then, it articulates the theoretical framework which becomes the base for the unique psychopedagogic practice developed in public high schools. The theoretical frameworks formed by the edges of various disciplines, two among them are: Social Pedagogy, Psychoanalysis. It tries to place the psychopedagogy in the school framework, along with other disciplines, the ethical and political challenge which represents the spread of cultural heritage. It links the pschycopedagogic practice to the promotion of symbolizing strength. It develops a proposal with respect to the responsibility in the positioning of the professionals involved. It means that education is responsible for limiting the discomfort through cultural transmission. In this sense it places the Psychopedagogy as an auxiliary tool in the educational field. It makes a short cut in practice situations that articulates with the theoretical framework mentioned.
