Resumen

POLYDORO, Soely Aparecida Jorge  y  FIOR, Camila Alves. Social Cognitive Theory and the democratic school: discourses on the educational context. Educ. Teoria Prática [online]. 2025, vol.35, n.70, e56. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v35.n.70.s18992.

The Brazilian educational system deals with challenges in fostering a democratic school. Beyond expanding access, it is crucial to ensure persistence and provide quality education for all individuals who were admitted to the public educational system. In view of the significant role Psychology plays in addressing the complexities of the educational context, this article aims to explore the intersections between Social Cognitive Theory (SCT) and the development of democratic schools, in the Brazilian context. To this end, the theoretical foundations of SCT are revisited, highlighting: a) the principle of triadic reciprocity and mutual influences among environmental aspects—which also encompass historical, cultural, and political issues—intrapersonal aspects, and behavioral issues; and b) the concepts of individual and collective agency, which constitute the foundational pillars for the establishment of emancipatory education and the professional development of all educational staff. The article concludes with a discussion on the links that need to be established between the theoretical framework underlying Social Cognitive Theory and the advancement of an inclusive and high-quality educational system, with a specific emphasis on teacher education.

Palabras clave : Social Cognitive Theory; Teacher education; Professional development; Educational psychology.

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