Resumo

MAGALHAES, Giselle Modé  e  MARTINS, Lígia Márcia. Eleven theses on the relationship between educational psychology and school pedagogy. Rev. Educ. Questão [online]. 2020, vol.58, n.55, e19150.  Epub 29-Jan-2021. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2020v58n55id19150.

The aim of this paper is to problematize the relationship between psychological science − in its educational subarea - and pedagogical science, aimed at school institutions, in its subsidies to pedagogical work. In light of the dialectical materialist methodological input and through a bibliographical study, we put the historical-cultural perspective on what the nature of developmental teaching advocates, that is, intentionally designed to promote the omnilateral development of individuals. We consider that this postulate culminates in the need to clarify the identity and specificities of these sciences by having the school as the locus of their practical implementations. For this purpose, we have the contributions of Dermeval Saviani in his text Eleven theses on education and politics as the organizational axis of this article. By analogy to Saviani's study, we present here eleven theses on the relationship between educational psychology and school pedagogy, which analyze the specificities and similarities of each of these sciences, as well as position them in social practice. We conclude with a minimum unit of analysis, which is: it is educational psychology that is subordinate to school pedagogy, not the other way around.

Palavras-chave : Educational psychology; School pedagogy; Historical-critical-pedagogy; Historical-cultural psychology.

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