School and educational psychology in central-western Brazil
an analysis of the papers presented at the regional ANPEd between the years 2014 and 2022
DOI:
https://doi.org/10.15448/1981-2582.2023.1.44685Keywords:
school and educational psychology, Scientific Narratives, ThemataAbstract
This paper presents reflections on the scientific narratives conveyed in the abstracts socialized in the GT 20 - Educational Psychology of the last five meetings of Anped Center-West. It is oriented by a dialogue with the Social Representations Theory, highlighting the relationship between communication processes and the themata as ways of thinking about the circulation and production of social thought. The interpretative axis privileged the individual-collective antinomy and its potential to generate thought environments in the scope of school and educational psychology. The methodology consisted in the content analysis of 75 titles, followed by the lexical analysis of 45 abstracts of the oral communications, with the support of the Iramutec software. The scientific narratives disseminated were anchored in the psychosocial perspective, oriented by the dialectical opposition of the individual-collective thema. The debates proposed by the Cultural-Historical Theory, Social Representation Theory, and Critical Theory, in dialog with sociology, anthropology, and philosophy, were highlighted. The interdependence between different instances of reality was observed, privileging studies on culture, ideology, and subjectivity production; learning and pedagogical practices; teachers training, concrete working conditions and teachers illness, and communication processes and meanings by different social actors involved in the educational scene. In addition, other research loci were identified, such as the family, the hospital, the city, and social media.
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