Rethinking the role of psychology for school

Journal title RICERCHE DI PSICOLOGIA
Author/s Claudia Venuleo, Sergio Salvatore
Publishing Year 2013 Issue 2013/1
Language Italian Pages 5 P. 183-187 File size 159 KB
DOI 10.3280/RIP2013-01015
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

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.

Keywords: Cultural approach to education, cultural models, teaching relationship, reframing setting.

  1. Bellotto, M. (1995). I metodi attivi nei gruppi di formazione. In F. Avallone (Ed.), La formazione psicosociale (pp. 115-146). Roma: NIS.
  2. Carugati, F., & Selleri, P. (1996). Psicologia sociale dell’educazione. Bologna: il Mulino.
  3. Pontecorvo, C. (1999). Manuale di psicologia dell’educazione. Bologna: il Mulino.
  4. Salvatore, S., Ligorio, M.B., & De Franchis, C. (2005). Does Psychoanalytic Theory Have Anything to Say on Learning? European Journal of School Psychology, 3(1), 101-126.
  5. Salvatore, S., & Scotto Di Carlo, M. (2005). L’intervento psicologico per la scuola. Roma: Edizioni Carlo Amore.
  6. Venuleo, C., Salvatore, S., Grassi, R., & Mossi, P. (2008). Dal setting istituito al setting istituente: riflessioni per lo sviluppo della relazione educativa nel processo di insegnamento-apprendimento. Psicologia Scolastica, 6(2), 225-266.
  7. Vygotskij, L.S. (1934). Pensiero e linguaggio. Roma-Bari: Laterza 1990.

Claudia Venuleo, Sergio Salvatore, Ripensare il ruolo della psicologia per la scuola in "RICERCHE DI PSICOLOGIA " 1/2013, pp 183-187, DOI: 10.3280/RIP2013-01015