Educational Contexts and Borders through a Cultural Lens: Looking Inside, Viewing Outside

368 Pages·2015·5.808 MB·English

by  Giuseppina Marsico, Virgínia Dazzani, Marilena Ristum, Ana Cecilia de Souza Bastos (eds.)

Cultural Psychology of Education 1
Giuseppina Marsico
Virgínia Dazzani
Marilena Ristum
Ana Cecília de Souza Bastos Editors
Educational
Contexts and
Borders through
a Cultural Lens
Looking Inside, Viewing Outside
Cultural Psychology of Education
Volume 1
Series editor
Giuseppina Marsico, University of Salerno, Italy
Editorial Board
Jaan Valsiner, Niels Bohr Professor of Cultural Psychology,
Aalborg University, Denmark
Nandita Chaudhary, Lady Irwin College, University of Delhi, India
Virgínia Dazzani, UFBA-Universidade Federal da Bahia, Brazil
Xiao-Wen Li, East China Normal University, China
Harry Daniels, University of Oxford, UK
Nicolay Veresov, Monash University, Australia
Wolff-Michael Roth, University of Victoria, Canada
Yasuhiro Omi, University of Yamanashi, Japan
This bookseriesfocuses onthe development ofnew qualitative methodologies for
educational psychology and interdisciplinary enrichment in ideas and practices. It
publishes key ideas of methodology, different approaches to schooling, family,
relationships and social negotiations of issues of educational processes. It presents
new perspectives, such as dynamic systems theory, dialogical perspectives on the
development of the self within educational contexts, and the role of various
symbolicresourcesineducationalprocesses.Theseriespublishesresearchrootedin
the cultural psychology framework, thus combining the fields of psychology,
anthropology,sociology,educationandhistory.Culturalpsychologyexamineshow
human experience is organized culturally, through semiotic mediation, symbolic
action, accumulation and exchange of inter-subjectively shared representations
of the life-space. By taking this approach, the series breaks through the
“ontological” conceptualization of education in which processes of education are
localized in liminality. In this series, education is understood as goal-oriented
personalmovementthatisatthecoreofsocietalchangeinallitsdifferentforms—
from kindergarten to vocational school and lifelong learning. It restructures
personal lives both inside school and outside the school. The cultural psychology
approach to education fits the global processes of most countries becoming
multi-cultural in their social orders, reflects the interdisciplinary nature of
educational psychology, and informs the applications of educational psychology
in a vast variety of cultural contexts.
This book series:
(cid:129) Is the first to approach education from a cultural psychology perspective.
(cid:129) Offers an up-to-date exploration of recent work in cultural psychology of
education.
(cid:129) Brings together new, novel, and innovative ideas.
(cid:129) Broadens the practical usability of different trends of cultural psychology of
education.
More information about this series at http://www.springer.com/series/13768
í
Giuseppina Marsico Virg nia Dazzani
(cid:129)
í
Marilena Ristum Ana Cec lia de Souza Bastos
(cid:129)
Editors
Educational Contexts
and Borders through
a Cultural Lens
Looking Inside, Viewing Outside
123
Editors
Giuseppina Marsico Marilena Ristum
Department ofHuman, Philosophic Federal University of Bahia
andEducationSciences (DISUFF) Salvador, Bahia
University of Salerno Brazil
Salerno
Italy Ana Cecília deSouzaBastos
Federal University of Bahia
Virgínia Dazzani Salvador, Bahia
Federal University of Bahia Brazil
Salvador, Bahia
Brazil
ISSN 2364-6780 ISSN 2364-6799 (electronic)
Cultural Psychologyof Education
ISBN978-3-319-18764-8 ISBN978-3-319-18765-5 (eBook)
DOI 10.1007/978-3-319-18765-5
LibraryofCongressControlNumber:2015943040
SpringerChamHeidelbergNewYorkDordrechtLondon
©SpringerInternationalPublishingSwitzerland2015
Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart
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Preface from the Series Editor
Educational Contexts from a Cultural Psychology Perspective
This book inaugurates the new Springer books series on Cultural Psychology of
Education. As the firstborn, this text has to accomplish the difficult task of tracing
the coordinates for our intellectual journey, outlining the theoretical basis and the
methodological approach within which a vivid debate in the field of educational
psychology in contemporary society will be promoted. The aim of the series is to
provide fertile ground that will give both direction and magnitude to educational
research from a cultural psychology perspective, breaking through the classical
vision of educational psychology as an applied field focused basically on the
teaching-learning processes. Education, instead, deals with the object in develop-
ment, paying attention not to “what the person is at a specific age” (being), but
“what the child is becoming”—moving towards another state (Marsico 2013a).
This book is, in a certain sense, a programmatic volume focusing on some
aspectsofthiscomplexphenomenonofbecominghumanwithinsocieties,whichis
labeledaseducation.Specifically,itemphasizestheimportanceofliminalspaces—
borders—in the contexts of education and includes international contributions that
systematicallysampletheviewsfromoutsidetoinside,insidetooutside,andfrom
within the border zones.
As humans, we live in a multi-bounded world that we ourselves constantly
create, regulate, and cross in order to modulate our relationships with the envi-
ronment and with others (Valsiner 1999; Marsico et al. 2013b). Here, the role of
education—with its liminal and always future-oriented nature—undoubtedly
occupies a leading position because it constantly works on the border of the
“beyond area” (Boesch 1991).
Education is the outer border of human development, but it is the only border
that is never crossed once for all. It is a borderland of indeterminacy; it is our
unreachable horizon that moves with us. At each step, we move forward to anew,
higher level of education, and the horizon is moving as well.
v
vi PrefacefromtheSeriesEditor
Theideabeyondthisconceptualizationoftheeducationalprocessesisthenotion
of being on the move within culturally organized life contexts (school, family,
church, etc) in specific spatio-temporal coordinates. Striving for the uncertainty is
anunavoidablecharacteristicofthehumansocioculturallocomotion,whichimplies
crossing the borders between different social settings within the insurmountable
limit of irreversible time.
The borders condition makes evident the relevance of the “space in between”
(Marsico2011),whichisaverychallengingissueineducation.Think,forinstance,
of some “in between” aspects of education, such as the daily (or periodic) migra-
tionsfrom schooltohome,from schooltootherschool (music ordancingschool),
or from school to gym/playground. What discourses and practices saturate this
interstitial zone and/or cross from one side to the other? How are certain kinds of
human activities, educational processes, and social dynamics made possible
because of this betweenness?
The crossing borders phenomena, which entails a migration from one place to
anotherwhilelivingtheliminalcondition, isaneducationalprocessinitself,butit
is difficult to recognize as a relevant part of the individual educational enterprise.
Thisvolumeisanattempttofillthisgapbylookinginside,outside,andinbetween
the educational contexts.
The book is also the pathway of synthesis of many kilometers spent travelling
andseveralplacesvisitedintheworld(fromtheBrazilianfavelastotheupper-level
Indian school, from the poor slum to the middle-class American educational con-
texts etc.), which have contributed to deep questioning of the classic ways to
considertheroleplayedbythecontextinhumandevelopmentandeducation.Very
often, the concept of context has been used as an “umbrella” notion, losing any
reference to concreteness and specificity of the social conditions where persons
grow up.
These travelshave changed mylook ondevelopment andeducation—certainly,
no one came home after visiting Novos Alagados (one of the wider favelas on
palefittes located in the suburbs of Salvador da Bahia, Brazil) without questioning
the abstract notion of context as it is still used in the current psychological debate.
Growing up and learning in a poor area and in a middle-class urban environment
are notexactly the same. Thus, it isimportant toconsiderthe impact of povertyin
providingtheconditionfortheeducationalactivities(BastosandRabinovich2010).
Consequently, development and education should no longer be studied abstractly,
butratherintheirinterplaywiththespecificcharacteristicsofthesocialsetting.The
scientific question therefore becomes how to analyze contexts and their intercon-
nectedness (Marsico 2012).
This book brings the focus to the borders in the educational process. It is the
result of a thorough analysis of the educational contexts provided by a group of
internationalscholarswhokeepbelievingthateducationisthemeansforbecoming
human.
PrefacefromtheSeriesEditor vii
Acknowledgments
I am grateful to Jaan Valsiner for encouraging me in developing the new Springer
bookseriesonCulturalPsychologyofEducationandforallthehelpfuldiscussions
on various aspects of this intellectual enterprise.
Salerno, Italy Giuseppina Marsico
April 2015
References
Bastos, A. C, & Rabinovich, E. P. (Eds.) (2010). Living in poverty: Developmental poetics of
culturalrealities.Charlotte,N.C.:InformationAgePublishers.
Boesch,E.(1991).Symbolicactiontheoryandculturalpsychology.Berlin:Springer.
Marsico,G.(2011).The“non-cuttable”space inbetween:Context, boundariesandtheirnatural
fluidity. IPBS: Integrative Psychological and Behavioral Science, 45(2), 185–193. doi:10.
1007/s12124-011-9164-9.
Marsico, G. (2012). Context, overview. In T. Teo (Ed.), Encyclopedia of critical psychology:
SpringerReference (www.springerreference.com). Berlin: Springer. doi:10.1007/Springer
Reference_310948
Marsico, G. (2013a). Moving between the social spaces: Conditions for boundaries crossing.
In G. Marsico, K. Komatsu & A. Iannaccone (Eds.), Crossing boundaries. Intercontextual
dynamics between family and school (pp. 361–374). Charlotte, N.C. USA: Information Age
Publishing.
MarsicoG.,CabellK.R.,ValsinerJ.,&KharlamovN.A.(2013b).Interobjectivityasaborder:
The fluid dynamics of “betweenness”. In G. Sammut, P. Daanen & F. Moghaddam (Eds.),
Understanding the self and others: Explorations in intersubjectivity and interobjectivity
(pp.51–65).London:Routledge.
Valsiner, J. (1999). I create you to control me: A glimpse into basic processes of semiotic
mediation.HumanDevelopment,42,26–30.
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Virgínia Dazzani, Giuseppina Marsico, Marilena Ristum
and Ana Cecília de Sousa Bastos
Part I Contexts, Borders and Education: Theoretical Coordinates
Boundaries Within and Between Contexts . . . . . . . . . . . . . . . . . . . . . 11
Harry Daniels
Continuity and Discontinuity of the Educational Context:
Early Leavers’ in-Between Life Stories. . . . . . . . . . . . . . . . . . . . . . . . 29
Luca Tateo
Beyond the Micro–Macro Opposition: The Multidimensionality
of Educational Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Emiliana Mangone
Dialogues Between Psychology and Education: Mediation
of Competence Using a Historic and Cultural Perspective
of Human Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Claisy Maria Marinho-Araujo
TheDynamicsofSelf–OtherRelationshipsinEducationalContexts:
The Emergence of Values Through the Dialogic Construction
of Alterity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Angela Uchoa Branco and Maria Claudia Lopes de Oliveira
ix
x Contents
Part II Educational Contexts Through a Cultural Lens.
A Case Study: Brazil
Conceptions of Education and Its Influence on the Brazilian
Educational System: Some Examples Derived from
the Socio-Cultural History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Marina Massimi
Evidence of Medicalization in Medical Discourse From the
Inaugural Theses About School Hygiene in Brazil During
the First Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Patricia Carla Silva do Vale Zucoloto and Antonio Marcos Chaves
SchoolandChildDevelopment:TheRealandtheIdealofBrazilian
Educational Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Raquel S.L. Guzzo and Vera Lúcia Trevisan de Souza
“Becoming Professionals”:Exploring Young People’sConstruction
of Alternative Futures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Elsa de Mattos and Antônio Marcos Chaves
Editorial Intermezzo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Marilena Ristum, Ana Cecília de Sousa Bastos, Virgínia Dazzani
and Giuseppina Marsico
Part III Insideness
The Development of Logical Tools Through Socially Constructed
and Culturally Based Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Cristina Coppola, Monica Mollo and Tiziana Pacelli
Meanings of Violence: The Classroom as a Meeting Point
for Discourse and Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Marilena Ristum
The Formation of the Subject in the Family-School Boundary
During Adolescence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Ramon Cerqueira Gomes and Virgínia Dazzani
Everyday Child Care in Daycare Centers: An Ethnographic Study . . . 211
Vania Bustamante and Cecilia McCallum