THE IMPERATIVE OF DEVELOPMENT IN EDUCATION: An analysis of the psychology discourses addressed to teachers.

• Grant number: 18/00287-1
• Support Opportunities: Regular Research Grants
• Start date: May 01, 2018
• End date: April 30, 2020
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Ana Laura Godinho Lima
• Grantee: Ana Laura Godinho Lima
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The project focuses on the developmental psychology taught to teachers throughout the 20th century, from the perspective of a critical history interested in understanding how its contents have become a central reference for pedagogical discourses. In order to characterize the knowledge about the development of children and adolescents, as well as the practical orientations for the work of teachers derived from these knowledge, the investigation resorts to the texts of Michel Foucault and other contemporary authors about discourse analysis. The research selects as its nuclear sources the developmental psychology textbooks employed in the teacher training published in Brazil during the twentieth century. Many of these books were written from the experience of their authors as teachers of this discipline and, in some cases, correspond to the set of their classes, taught according to the programs for teacher training that were in force at the time they were published. Through its examination, it is intended to analyze the psi knowledge and the educational prescriptions formulated from them, as well as to identify its transformations. The research focuses on the discourses related to the development of the students and the recommendations on how to adapt the routines and the school activities to their needs, possibilities and interests in each age group. It seeks to offer subsidies for the current reflections on the teaching of psychogenetic theories to teachers in formation, by means of the problematization of the current consensus around the statement that the primary function of the school is to promote the development of the student. To this end, it intends to highlight the emergence and the transformations in the contents related to human development in the discourses of psychology destined to the teacher formation. (AU)