Psychology of Education and the instructor's literacy in graduation: contributions from Activity Theory
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Revista de Educação Pública
On-line version ISSN 2238-2097
Abstract
FERRACIOLI, Marcelo Ubiali; LAROCCA, Priscila and FERREIRA, Leandro Guimarães. Psychology of Education and the instructor's literacy in graduation: contributions from Activity Theory. R. Educ. Públ. [online]. 2015, vol.24, n.55, pp.103-122. ISSN 2238-2097. https://doi.org/10.2015/repub-v25n55jan.abr006.
Fundamenting a conception of teacher formation as instructor's literacy starting from the contributions of Activity Theory is the aim of this paper's purpose. Under this light we try to rethink the role of Psychology of Education as a formative component of graduations, analyzing the prevalence of its isolation and fragmentation, in spite of recent curricular reformulations in this course. We discuss the concept of teacher literacy as a formative process and we try to understand the necessities of this foundation under the light of Activity Theory. We end by considering the challenges that the Psychology of Education has to face in the said context.
Keywords : Psychology of Education; Teacher Literacy; Activity Theory; Graduation..