Psychopedagogy at schools: how do the teachers represent the psychopedagogy intervention?

Authors

  • Lucila Messi Universidad Nacional de San Martín
  • Beatriz Rossi Instituto Rosario de Investigaciones en Ciencias de la Educación, Consejo Nacional de Investigaciones Científicas y Técnicas (IRICE CONICET/UNR)
  • Ana Clara Ventura Consejo Nacional de Investigaciones Científicas y Técnicas / Universidad Nacional del Comahue

DOI:

https://doi.org/10.4151/07189729-Vol.55-Iss.2-Art.409

Keywords:

social representations intervention scholar psychopedagogy survey teachers

Abstract

This paper explores teachers' representations about a psychopedagogical intervention in a school environment. The descriptive study was conducted through ad hoc surveys. Sixty five teachers from five Argentinean elementary and secondary public schools participated. Schools were chosen because they had services of psycho-pedagogy as from three years ago, at least. The results showed that teachers represented the psycho-pedagogical interventions as a rehabilitation of the learning disabilities supported by individual therapeutic mechanisms and curricular adaptations. The collaborative practices between teachers and psychopedagogists were few. However, most teachers showed strong expectations about this relationship. The importance to change the classic approach about scholarly psychopedagogy and promotion of scholarly strategies based on educational and psychosocial models is discussed. 

Published

2016-05-16

How to Cite

Messi, L., Rossi, B., & Ventura, A. C. (2016). Psychopedagogy at schools: how do the teachers represent the psychopedagogy intervention?. Perspectiva Educacional, 55(2), 110–128. https://doi.org/10.4151/07189729-Vol.55-Iss.2-Art.409

Issue

Section

Artículos de Investigación