Affective-semiotic fields and the dialogical analysis of values and interpersonal relations in socio-educational contexts

Yokoy, Tatiana; Rengifo Herrera, Francisco José

Registro completo de metadados

Campo DC	Valor	Idioma
dc.contributor.author	Yokoy, Tatiana	-
dc.contributor.author	Rengifo Herrera, Francisco José	-
dc.date.accessioned	2023-08-02T14:48:49Z	-
dc.date.available	2023-08-02T14:48:49Z	-
dc.date.issued	2020	-
dc.identifier.citation	YOKOY, Tatiana; RENGIFO HERRERA, Francisco José. Affective-semiotic fields and the dialogical analysis of values and interpersonal relations in socio-educational contexts. In: OLIVEIRA, M. Lopes de; BRANCO, A.; FREIRE, S. (ed.). Psychology as a dialogical science. Cham: Springer, 2020. DOI: https://doi.org/10.1007/978-3-030-44772-4_5.	pt_BR
dc.identifier.uri	http://repositorio2.unb.br/jspui/handle/10482/46227	-
dc.language.iso	eng	pt_BR
dc.publisher	Springer	pt_BR
dc.rights	Acesso Restrito	pt_BR
dc.title	Affective-semiotic fields and the dialogical analysis of values and interpersonal relations in socio-educational contexts	pt_BR
dc.type	Parte de livro ou capítulo de livro	pt_BR
dc.subject.keyword	Psicologia cultural	pt_BR
dc.subject.keyword	Desenvolvimento humano	pt_BR
dc.identifier.doi	https://doi.org/10.1007/978-3-030-44772-4_5	pt_BR
dc.relation.publisherversion	https://link.springer.com/chapter/10.1007/978-3-030-44772-4_5	pt_BR
dc.description.abstract1	The chapter deals with the contributions of the dialogical perspective in psychology to the promotion of human development processes in socio-educational contexts, highlighting the axioms of Dialogical psychology, and the theories promoting the importance of the affective-semiotic fields in the actions of personal/professional development of social-educators who work in the Brazilian System of Socio-Educational Service. The first part of the chapter contextualizes the reader about the dialogical perspective in psychology, presenting its epistemological foundations, its history as a field of study and its future tendencies. The second part critically reflects upon the previously mentioned concepts, from investigations on the promotion of human development within the Brazilian System of Socio-Educational Service that works with adolescents who have been charged with infractions by the Juvenile Justice System. The analysis focuses on meanings/senses expressed by social-educators regarding the interpersonal relationships established with the adolescents. The values, subjective positionings, and meanings built in this professional relationship were used as empirical indicators for analyzing socio-educational interventions. The chapter closes with a synthesis of the main contributions of the dialogical approach to Developmental psychology, from a semiotic-cultural perspective. We highlight the relevance of affective-semiotic fields as an instrument for analyzing interventions in these specific contexts for proposing conceptual alternatives, which can be extended to other applicable areas in psychology and education.	pt_BR
dc.description.unidade	Faculdade de Educação (FE)	pt_BR
Aparece nas coleções:	Livros e afins