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|a (OCoLC)907271647
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|a PAUU
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|a LB45
|b .E246 2015
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| 245 |
0 |
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|a Educational contexts and borders through a cultural lens :
|b looking inside, viewing outside /
|c Giuseppina Marsico, Virgínia Dazzani, Marilena Ristum, Ana Cecília de Souza Bastos, editors
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| 264 |
|
1 |
|a Cham :
|b Springer,
|c [2015]
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| 264 |
|
4 |
|c ©2015
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| 300 |
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|a xxi, 366 pages :
|b illustrations (some color) ;
|c 24 cm
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| 336 |
|
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|a text
|b txt
|2 rdacontent
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| 337 |
|
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|a unmediated
|b n
|2 rdamedia
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| 338 |
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|a volume
|b nc
|2 rdacarrier
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| 490 |
1 |
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|a Cultural psychology of education,
|x 2364-6780 ;
|v volume 1
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| 504 |
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|a Includes bibliographical references
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| 505 |
0 |
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|a Boundaries within and between contexts -- Continuity and discontinuity of the educational context: early leavers' in-between life stories -- Beyond the micro-macro opposition: the multidimensionality of educational processes -- Dialogues between psychology and education: mediation of competence using a historic and cultural perspective of human development -- The dynamics of self-other relationships in educational contexts: the emergence of values through the dialogic construction of alterity -- Conceptions of education and its influence on the Brazilian educational system: some examples derived from the socio-cultural history -- Evidence of medicalization in medical discourse from the inaugural theses about school hygiene in Brazil during the first republic -- School and child development: the real and the ideal of Brazilian educational context -- "Becoming professionals": exploring young people's construction of alternative futures -- Editorial intermezzo -- The development of logical tools through socially constructed and culturally based activities -- Meanings of violence: the classroom as a meeting point for discourse and practices -- The formation of the subject in the family-school boundary during adolescence -- Everyday child care in daycare centers: an ethnographic study -- Culture and affect in the practice of English teaching as a second language -- Boundaries between art and education: the case of the Laje collection -- The potential of the globalization of education in Japan: the Japanese style of school sports activities (Bukatsu) -- Parental proxy talk in Japanese parent how does a parent express oneself through a baby's voice? -- The handcrafting activity of goldsmiths and conceptual thinking -- Learning at the family-school boundary: when new roles and identities are created -- Parental involvement: possibilities and tensions -- Negotiation in the school context: the meanings ascribed by teachers -- School as work or work as school: meanings in-between for children from different cultural contexts -- School between work and family: a study with young people in the PROJOVEM program -- Borders in education: examining contexts
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| 520 |
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|a "This book provides a "context" of discussion for researchers and educational experts in order to rethink the relationship between actors, practices and borders within the educational contexts. The research in educational psychology has often challenged the concept of "educational context". According to the different theoretical frameworks, the construct of contexts, their borders, and the dimensions to be taken into account have all been defined in different ways. The book offers a reflection that goes from theory to practice and backward from practice to theory. The main research questions the book addresses are how actors, i.e. teachers, parents and students, educators, and professionals, with their own identity and social representations, build their educational practices, or, their shared cultural spaces where knowledge is generated, defining the borders of the educational contexts. The book proposes that a border is a type of membrane within and outside the educational setting bringing together different actors, groups and cultures. The book presents the perspectives of scholars and educational experts from various parts of the world, including Brazil, Argentina, Italy, Japan, and the United Kingdom. They shed light on what happens at the border in different cultural contexts, and what the relationship is between the educational setting and the other life contexts or micro-cultures." -- Back cover
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| 650 |
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0 |
|a Educational anthropology
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| 650 |
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0 |
|a Educational psychology
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| 650 |
|
7 |
|a Educational anthropology
|2 fast
|
| 650 |
|
7 |
|a Educational psychology
|2 fast
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| 700 |
1 |
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|a Bastos, Ana Cecília de Sousa,
|e editor
|
| 700 |
1 |
|
|a Dazzani, Maria Virgínia Machado,
|e editor
|
| 700 |
1 |
|
|a Marsico, Giuseppina,
|e editor
|
| 700 |
1 |
|
|a Ristum, Marilena,
|e editor
|
| 830 |
|
0 |
|a Cultural psychology of education ;
|v v. 1
|
| 999 |
1 |
0 |
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