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Psicologia, educação e pedagogia: da revisão sistemática da literatura à proposta de um modelo psicoeducativo
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Abstract(s)
Nos últimos anos, investigadores e diversos agentes da área da Psicologia e da
Educação, têm-se debruçado sobre a necessidade de avaliar e adaptar o sistema de ensino
convencional. Diferentes modelos pedagógicos enfatizam uma educação que vá para além da
aquisição de conhecimentos e de capacidades cognitivas dos alunos e que promova todo um
desenvolvimento do aluno nas suas múltiplas dimensões. Todavia, devido à dispersão de
modelos pedagógicos, torna-se necessário conhecer sob uma perspetiva científica quais os
possíveis caminhos a percorrer para que possamos preparar as atuais crianças e jovens para um
futuro imprevisível.
Com o objetivo de reunir um conhecimento científico mais profundo acerca dos
múltiplos fatores psicológicos (de ordem cognitiva, afetiva, motivacional e desenvolvimental)
mediadores do processo de ensino-aprendizagem de quatro pedagogias conhecidas,
nomeadamente a Educação Positiva, a Pedagogia de Waldorf, o Método Montessori e a Escola
da Ponte, utilizou-se uma Revisão Sistemática da Literatura que contemplou uma amostra final
de trinta e um artigos científicos e dissertações publicadas no período entre 2001 e 2017. Após
a identificação e interpretação dos fatores psicológicos e psicopedagógicos comuns das
diversas pedagogias foi elaborado um Modelo Psicoeducativo que é proposto no fim deste
trabalho. Assim, o resultado do presente estudo contribui para a ampliação do entendimento da
complexidade do processo de ensino-aprendizagem, suscitando reflexões acerca de como o
ensino pode promover condições que favoreçam o potencial dos alunos nas múltiplas
dimensões ao longo da escolaridade.
In recent years, researchers and several representative in the field of Psychology and Education have been addressing the need to evaluate and adapt the conventional education system. Different pedagogical models emphasize an education that goes beyond the acquisition of students' knowledge and cognitive skills toward the promotion of the student's entire development in its multiple dimensions. However, due to the dispersion of pedagogical models, it is necessary to know from a scientific perspective which course to proceed in order to prepare the current children and youth for an unpredictable future. In order to gather a deeper scientific knowledge about the multiple psychological factors (cognitive, affective, motivational and developmental) mediators of the teaching learning process of four known pedagogies, specifically Positive Education, Waldorf Pedagogy, the Method Montessori and school of the “Ponte”, we used a Systematic Literature Review that included a final sample of thirty-one scientific articles and dissertations published between 2001 and 2017. After identifying and interpreting the common psychological and psychopedagogical factors of the several pedagogies a psychoeducational model was elaborated that is proposed at the end of this work. Hence, the result of the present study contributes to broaden understanding of the complexity of the teaching-learning process, raising reflections on how teaching can promote conditions that favor the potential of students in multiple dimensions throughout schooling.
In recent years, researchers and several representative in the field of Psychology and Education have been addressing the need to evaluate and adapt the conventional education system. Different pedagogical models emphasize an education that goes beyond the acquisition of students' knowledge and cognitive skills toward the promotion of the student's entire development in its multiple dimensions. However, due to the dispersion of pedagogical models, it is necessary to know from a scientific perspective which course to proceed in order to prepare the current children and youth for an unpredictable future. In order to gather a deeper scientific knowledge about the multiple psychological factors (cognitive, affective, motivational and developmental) mediators of the teaching learning process of four known pedagogies, specifically Positive Education, Waldorf Pedagogy, the Method Montessori and school of the “Ponte”, we used a Systematic Literature Review that included a final sample of thirty-one scientific articles and dissertations published between 2001 and 2017. After identifying and interpreting the common psychological and psychopedagogical factors of the several pedagogies a psychoeducational model was elaborated that is proposed at the end of this work. Hence, the result of the present study contributes to broaden understanding of the complexity of the teaching-learning process, raising reflections on how teaching can promote conditions that favor the potential of students in multiple dimensions throughout schooling.
Description
Keywords
Pedagogias Fatores psicológicos e psicopedagógicos Desenvolvimento holístico Modelo psicoeducativo Pedagogies Psychological and psychopedagogical factors Holistic development Psychoeducational model Psicologia da Educação . Faculdade de Artes e Humanidades