Narrativas de psicólogos/as acerca de su rol en contextos educacionales más vulnerables
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Archivos
Fecha
2014
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
En este seminario, se presentan los resultados obtenidos a través de entrevistas
narrativas a cuatros psicólogas que se desempeñan en establecimientos educacionales
vulnerables, con el fin de articular estos resultados en relación a la estructuración de su
rol en este tipo de contexto. Pues bien, para realizar esto, se hizo una revisión sobre los
cambios a los que se ha visto expuesta la psicología educacional, lo que se ha traducido
en un cambio de paradigma desde un modelo simplista a uno complejo, además para la
estructuración del rol, se tomó como referencia el trabajo de Bourdieu respecto a los
conceptos de "capital cultural" y "habitus", para dar cuenta de las formas de pertenencia
que obtienen las personas de acuerdo a un espacio social y el término "status" de
Parsons, para señalar los distintos roles que pueden cumplir las personas dependiendo
de la posición que presentan en la sociedad. A partir de esto, se puede señalar que se
presentan prácticas que escapan del rol del psicólogo/a, pero que son aceptadas por la
valoración del contexto y las pretensiones del establecimiento educacional.
This seminar shows the results through narrative interviews made to four psychologist who works in vulnerable educational establishments, with the purpose of joing the results in relation to the estructuring of its role in this kind of context. To do this, it was made a review about the changes that has been exposed to educational psychology, what has been translated in a change of paradigm form a simplistic model to a complex model. Also, for the role structuration, it was taken as reference the "Bourdieu" work in respect with the concepts of "cultural capital" and "habitus", to show the membership form that people obtain from people according to a social space and the Parsons term "Status", to show the differents roles that people can perform depending on the position that they represent in the society. From this, we can say that practices beyond the role of the psychologist / a present, but which are accepted by the assessment of the context and the claims of the educational establishment.
This seminar shows the results through narrative interviews made to four psychologist who works in vulnerable educational establishments, with the purpose of joing the results in relation to the estructuring of its role in this kind of context. To do this, it was made a review about the changes that has been exposed to educational psychology, what has been translated in a change of paradigm form a simplistic model to a complex model. Also, for the role structuration, it was taken as reference the "Bourdieu" work in respect with the concepts of "cultural capital" and "habitus", to show the membership form that people obtain from people according to a social space and the Parsons term "Status", to show the differents roles that people can perform depending on the position that they represent in the society. From this, we can say that practices beyond the role of the psychologist / a present, but which are accepted by the assessment of the context and the claims of the educational establishment.
Notas
Tesis (Magíster en Psicología Clínica, Mención Social-Jurídica)
Palabras clave
Psicopedagogía, Investigaciones, Escuelas Públicas, Chile, Rol, Habitus, Status, Contexto Vulnerable