Following the theoretical coordinates presented in the first part of this volume, at the more abstract level and while considering Brazil as a case study - some past, present and future developments and implications - we assemble, in this final part, concrete examples about experiencing educational contexts from inside, from outside and in between. We assume here that educational processes entail liminarity: human beings develop in the measure that their continuous meaning-making activity produces distinctions between borders, creates and modifies borders. Three sections are introduced here, including chapters that analyze educational realities in five different countries: Italy, Brazil, Argentina, Japan and the United Kingdom.. The Insideness section focuses on developmental processes that take place within the school, elaborating on such topics as cooperation, social rules, relationships between language and developmental processes, violence and family-school interactions. The Outsideness section includes five chapters that, coming from distinct sociocultural contexts, share common interests, inquiring about educational contexts and activities beyond the walls of the school. Finally, the four chapters found in the Betweenness section analyze various facets at the school-family-work intersection.

Ristum, M., Bastos, A.C., Dazzani, V. & Marsico, G. (2015). Experiencing the Educational Contexts: Insideness, Outsideness, Beetweeness. In G. Marsico, V. Dazzani, M. Ristum & A.C. Bastos (Eds). (2015). Educational contexts and borders through a cultural lens – Looking inside. Viewing outside. Cultural Psychology of Education, 1, Geneva, Switzerland: Springer (pp. 157-160);

MARSICO, Giuseppina
2015

Abstract

Following the theoretical coordinates presented in the first part of this volume, at the more abstract level and while considering Brazil as a case study - some past, present and future developments and implications - we assemble, in this final part, concrete examples about experiencing educational contexts from inside, from outside and in between. We assume here that educational processes entail liminarity: human beings develop in the measure that their continuous meaning-making activity produces distinctions between borders, creates and modifies borders. Three sections are introduced here, including chapters that analyze educational realities in five different countries: Italy, Brazil, Argentina, Japan and the United Kingdom.. The Insideness section focuses on developmental processes that take place within the school, elaborating on such topics as cooperation, social rules, relationships between language and developmental processes, violence and family-school interactions. The Outsideness section includes five chapters that, coming from distinct sociocultural contexts, share common interests, inquiring about educational contexts and activities beyond the walls of the school. Finally, the four chapters found in the Betweenness section analyze various facets at the school-family-work intersection.
978-3-319-18764-8
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4648898
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