Culture: The personal consciousness of an entire society, a living organism that is born, grows, and dies... (Spengler, 1936).
Convention on the Rights of the Child (UN, 1989)
The States Parties shall ensure that a child who is capable of forming his or her own opinion has the right to freely express his or her views on all matters affecting the child, taking into account the views of the child in accordance with the child's age and maturity.
Bronfenbrenner's Ecological Model (1987)
Understands the interrelations of two or more environments in which the developing person actively participates (family, work, and social life). It is therefore a microsystem. It is formed or expanded when the person enters a new environment.
Bronferbrenner (1987)
He was the son of Dr. Alexander Bronfenbrenner and Eugenie Kamenetski. At the age of six, he arrived in the United States and after a brief stay in Pittsburgh, the family moved to the town of Letchworth where his father worked as a clinical pathologist and research director at medical institutions.
He earned a degree in Psychology from Cornell University and later completed a master's at Harvard University and a doctorate at the University of Michigan.
During World War II, he worked as a psychologist in the U.S. Army, and after the conflict ended, in 1948, he began his professional work at Cornell University. In his numerous works, curiosity about human development according to family, work, and socioeconomic situations is evident, a thesis that earned him several academic recognitions throughout his life, such as the one awarded by the American Psychological Association in 1996.
Urie Bronfenbrenner (Moscow, April 29, 1917 - Ithaca, September 25, 2005) was a Russian psychologist who described the ecological theory of development and behavioral change in the individual through his environmental systems theory that influence the subject and their developmental change. His study is one of the most emerging and accepted theories in current Developmental Psychology.
He was also a co-founder of the Head Start program in the United States, where work was done with preschool students with disabilities and elderly people.
Super and Harkness Development Niche (1986)
It is a framework that is specifically generated to enable the integration of concepts and findings from multiple disciplines interested in the development of children's language in cultural contexts.
Sara Harkness
Educational Background: Ph.D., Social Anthropology, Harvard University, 1975 M.P.H., Maternal and Child Health, and Population Sciences, Harvard School of Public Health, 1984 B.A., Comparative Literature, Brown University, 1964 Research Interests: Cultural Structuring of Human Development; Parents Cultural Belief Systems and Parenting; Cognitive, Affective and Social Development in Early Childhood, Child Language Socialization; Theories of Culture and Human Development; Cultural Influences on Health At The Household and Community Levels; Family Policy.
Charles M. Super
Charles M. Super is a professor of Human Development & Family Sciences at the University of Connecticut.[1]He is co-director of the Center for the Study of Culture, Health, and Human Development. He has directed or participated in research projects on early human development and family life in the Netherlands, Kenya, Zambia, Guatemala, Colombia, Haiti, and Bangladesh, as well as the United States. Super's research interests focus on cultural regulation of human development, particularly biological, cognitive, and emotional development during infancy and childhood; parental and professional ethnotheories of childhood development and behavior; interventions to promote the physical and mental health of children and families; and research methods appropriate for comparative and culturally based research.
Vygotsky's social learning (1979)
Learning occurs when a child faces a task that is just beyond their current level of competence but can be accomplished with the help of someone more capable, such as a teacher or a more competent peer.
Lev Vigotsky
Lev Simkhovich Vygodsky (his patronymic was later changed to Semyonovich and his surname to Vygotsky for unclear reasons) was born on November 17, 1896 in the town of Orsha in Mogilev Governorate of the Russian Empire (now Belarus) into a non-religious middle-class family of Russian Jewish extraction. His father Simkha Leibovich (also known as Semyon Lvovich) was a banker and his mother was Tsetsilia Moiseevna. Vygotsky was raised in the city of Gomel, where he was homeschooled until 1911 and then obtained a formal degree with distinction in a private Jewish gymnasium, which allowed him entrance to a university. In 1913, Vygotsky was admitted to the Moscow University by mere ballot through a "Jewish Lottery": at the time a three percent Jewish student quota was administered for entry in Moscow and Saint Petersburg universities. He had an interest in the humanities and social sciences, but at the insistence of his parents he applied to the medical school at Moscow University.
Lev Vigotsky
Vygotsky guided his students in researching this phenomenon from three different perspectives:
- The instrumental approach, which aimed to understand the ways humans use objects as mediation aids in memory and reasoning.
- A developmental approach, focused on how children acquire higher cognitive functions during development
- A culture-historical approach, studying how social and cultural patterns of interaction shape forms of mediation and developmental trajectories
Freire's dialogic learning (1970)
The Learning Communities propose the social transformation of the school through dialogic learning that is fundamentally developed thanks to the interaction between people and language. This dialogic learning has seven principles defined as fundamental: Equal dialogue, Cultural intelligence, Transformation, Instrumental dimension, Sense creation, Solidarity, and Equality of differences.
Freire's dialogic learning (1970)
Paulo Freire was born on September 19, 1921, in Recife, a city in northeastern Brazil, the poorest region of the country. From a young age, he was aware of the survival difficulties faced by disadvantaged classes.
His middle-class family consisted of his father, a police officer, and his mother, who practiced the Catholic religion and imparted it to Freire and his siblings. During the Great Depression of 1929, they faced economic problems and moved to the neighboring city of Jaboatão, where the cost of living was lower. Because of this, Freire lost two years of secondary education and at age 20, he began studying law, although he often had to interrupt his studies for economic reasons, as he needed to work to support his family. After earning his law degree, Freire started teaching at Brazilian secondary schools and also worked as a union lawyer.
In 1963, Freire and his team were tasked with developing a national literacy plan; funding came from various sources, including the regional office of Recife, the Alliance for Progress, reformist administrations of the Northeast, and the federal populist government of Brazil, led by João Goulart.
Pedagogy of tenderness (Cussiánovich, 2013)
The Pedagogy of Tenderness emerged in the context of internal war in Peru. A group of teachers sought answers to the violence and indifference affecting their lives and those of their students. It is an approach with a respectful and comprehensive view of childhood, considering not only students' cognition but also their daily experiences, emotions, and interpersonal relationships.
Alejandro Cussiánovich
Ordained priest in 1965 by the Salesian Order. Graduates as a primary education teacher, studies three years of Philosophy and then four years of Theology at the House for Theological Studies in England and at l’École Supérieure de Théologie in Lyon, France.
Works with migrant women and foreign domestic workers in France and accompanies young women workers of the 1960s from the Christian Workers Youth (JOC), which constitutes a definitive social matrix in her professional and pastoral orientation.
Promotes the creation of the first autonomous organization in the hands of children and adolescents workers themselves, the seed of a Latin American and international organization process of child and adolescent workers.
Resultado
Visión sociocultural y crítica de la educación:
- The importance of historical, biological, psychological, social (economic, political), and cultural variables significantly impact human behavior (Historical-bio-psycho-socio-cultural theory of human behavior, 1972).
- Mexico and its culture: Samuel Ramos (1934) in his work The Profile of Man and Culture in Mexico describes Mexicans as having an inferiority complex that always seeks to imitate other cultures.
- Rogelio Díaz Guerrero's longitudinal study found cultural similarities across years of application of his instrument on culture in Mexican families PHSCs: 1959-1970-1994, applied at the secondary level, third grade.
Cultural results of the Mexican family
The structure of the Mexican Family was based on 2 fundamental propositions (Diaz-Guerrero, 1955):
a) The unquestionable supremacy of the father
b) The necessary self-sacrifice of the mother
In 1974, the results showed changes in women's attitudes
- Women felt less subordinate to the authority or superiority of men
- Their role of being obedient and staying only at home decreased
- Blind obedience to parents decreased but unquestionable respect remained.
Regarding Mexican Machismo, Diaz-Loving et al. (1981) distinguished Mexican machismo from American machismo, with Mexicans being more authoritarian and Americans more aggressive.
The constant factors year after year
- Most men prefer a gentle woman
- The woman should be gentle
- Gentle women are better
Evolution of authority
Resultados culturales de la familia Mexicana
Obediencia afiliativa
22. A Si uno piensa que las órdenes de su padre no son razonables, debería sentirse en libertad de ponerlo en duda.
Given this cultural reality
How are sociocultural approaches implemented in a Mexican society whose culture has not yet evolved and in which social schemes that remain unchanged still persist?
NEM y Global education
TEC MX
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Transcript
Culture: The personal consciousness of an entire society, a living organism that is born, grows, and dies... (Spengler, 1936).
Convention on the Rights of the Child (UN, 1989)
The States Parties shall ensure that a child who is capable of forming his or her own opinion has the right to freely express his or her views on all matters affecting the child, taking into account the views of the child in accordance with the child's age and maturity.
Bronfenbrenner's Ecological Model (1987)
Understands the interrelations of two or more environments in which the developing person actively participates (family, work, and social life). It is therefore a microsystem. It is formed or expanded when the person enters a new environment.
Bronferbrenner (1987)
He was the son of Dr. Alexander Bronfenbrenner and Eugenie Kamenetski. At the age of six, he arrived in the United States and after a brief stay in Pittsburgh, the family moved to the town of Letchworth where his father worked as a clinical pathologist and research director at medical institutions. He earned a degree in Psychology from Cornell University and later completed a master's at Harvard University and a doctorate at the University of Michigan. During World War II, he worked as a psychologist in the U.S. Army, and after the conflict ended, in 1948, he began his professional work at Cornell University. In his numerous works, curiosity about human development according to family, work, and socioeconomic situations is evident, a thesis that earned him several academic recognitions throughout his life, such as the one awarded by the American Psychological Association in 1996.
Urie Bronfenbrenner (Moscow, April 29, 1917 - Ithaca, September 25, 2005) was a Russian psychologist who described the ecological theory of development and behavioral change in the individual through his environmental systems theory that influence the subject and their developmental change. His study is one of the most emerging and accepted theories in current Developmental Psychology. He was also a co-founder of the Head Start program in the United States, where work was done with preschool students with disabilities and elderly people.
Super and Harkness Development Niche (1986)
It is a framework that is specifically generated to enable the integration of concepts and findings from multiple disciplines interested in the development of children's language in cultural contexts.
Sara Harkness
Educational Background: Ph.D., Social Anthropology, Harvard University, 1975 M.P.H., Maternal and Child Health, and Population Sciences, Harvard School of Public Health, 1984 B.A., Comparative Literature, Brown University, 1964 Research Interests: Cultural Structuring of Human Development; Parents Cultural Belief Systems and Parenting; Cognitive, Affective and Social Development in Early Childhood, Child Language Socialization; Theories of Culture and Human Development; Cultural Influences on Health At The Household and Community Levels; Family Policy.
Charles M. Super
Charles M. Super is a professor of Human Development & Family Sciences at the University of Connecticut.[1]He is co-director of the Center for the Study of Culture, Health, and Human Development. He has directed or participated in research projects on early human development and family life in the Netherlands, Kenya, Zambia, Guatemala, Colombia, Haiti, and Bangladesh, as well as the United States. Super's research interests focus on cultural regulation of human development, particularly biological, cognitive, and emotional development during infancy and childhood; parental and professional ethnotheories of childhood development and behavior; interventions to promote the physical and mental health of children and families; and research methods appropriate for comparative and culturally based research.
Vygotsky's social learning (1979)
Learning occurs when a child faces a task that is just beyond their current level of competence but can be accomplished with the help of someone more capable, such as a teacher or a more competent peer.
Lev Vigotsky
Lev Simkhovich Vygodsky (his patronymic was later changed to Semyonovich and his surname to Vygotsky for unclear reasons) was born on November 17, 1896 in the town of Orsha in Mogilev Governorate of the Russian Empire (now Belarus) into a non-religious middle-class family of Russian Jewish extraction. His father Simkha Leibovich (also known as Semyon Lvovich) was a banker and his mother was Tsetsilia Moiseevna. Vygotsky was raised in the city of Gomel, where he was homeschooled until 1911 and then obtained a formal degree with distinction in a private Jewish gymnasium, which allowed him entrance to a university. In 1913, Vygotsky was admitted to the Moscow University by mere ballot through a "Jewish Lottery": at the time a three percent Jewish student quota was administered for entry in Moscow and Saint Petersburg universities. He had an interest in the humanities and social sciences, but at the insistence of his parents he applied to the medical school at Moscow University.
Lev Vigotsky
Vygotsky guided his students in researching this phenomenon from three different perspectives:
Freire's dialogic learning (1970)
The Learning Communities propose the social transformation of the school through dialogic learning that is fundamentally developed thanks to the interaction between people and language. This dialogic learning has seven principles defined as fundamental: Equal dialogue, Cultural intelligence, Transformation, Instrumental dimension, Sense creation, Solidarity, and Equality of differences.
Freire's dialogic learning (1970)
Paulo Freire was born on September 19, 1921, in Recife, a city in northeastern Brazil, the poorest region of the country. From a young age, he was aware of the survival difficulties faced by disadvantaged classes. His middle-class family consisted of his father, a police officer, and his mother, who practiced the Catholic religion and imparted it to Freire and his siblings. During the Great Depression of 1929, they faced economic problems and moved to the neighboring city of Jaboatão, where the cost of living was lower. Because of this, Freire lost two years of secondary education and at age 20, he began studying law, although he often had to interrupt his studies for economic reasons, as he needed to work to support his family. After earning his law degree, Freire started teaching at Brazilian secondary schools and also worked as a union lawyer. In 1963, Freire and his team were tasked with developing a national literacy plan; funding came from various sources, including the regional office of Recife, the Alliance for Progress, reformist administrations of the Northeast, and the federal populist government of Brazil, led by João Goulart.
Pedagogy of tenderness (Cussiánovich, 2013)
The Pedagogy of Tenderness emerged in the context of internal war in Peru. A group of teachers sought answers to the violence and indifference affecting their lives and those of their students. It is an approach with a respectful and comprehensive view of childhood, considering not only students' cognition but also their daily experiences, emotions, and interpersonal relationships.
Alejandro Cussiánovich
Ordained priest in 1965 by the Salesian Order. Graduates as a primary education teacher, studies three years of Philosophy and then four years of Theology at the House for Theological Studies in England and at l’École Supérieure de Théologie in Lyon, France. Works with migrant women and foreign domestic workers in France and accompanies young women workers of the 1960s from the Christian Workers Youth (JOC), which constitutes a definitive social matrix in her professional and pastoral orientation. Promotes the creation of the first autonomous organization in the hands of children and adolescents workers themselves, the seed of a Latin American and international organization process of child and adolescent workers.
Resultado
Visión sociocultural y crítica de la educación:
Cultural results of the Mexican family
The structure of the Mexican Family was based on 2 fundamental propositions (Diaz-Guerrero, 1955): a) The unquestionable supremacy of the father b) The necessary self-sacrifice of the mother In 1974, the results showed changes in women's attitudes
- Women felt less subordinate to the authority or superiority of men
- Their role of being obedient and staying only at home decreased
- Blind obedience to parents decreased but unquestionable respect remained.
Regarding Mexican Machismo, Diaz-Loving et al. (1981) distinguished Mexican machismo from American machismo, with Mexicans being more authoritarian and Americans more aggressive. The constant factors year after yearEvolution of authority
Resultados culturales de la familia Mexicana
Obediencia afiliativa
22. A Si uno piensa que las órdenes de su padre no son razonables, debería sentirse en libertad de ponerlo en duda.
Given this cultural reality How are sociocultural approaches implemented in a Mexican society whose culture has not yet evolved and in which social schemes that remain unchanged still persist?