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This text is a reflection on the importance of Educational Psychology for the subject individu al and social, based on experience of day-to-day. Authors are not cited here, no r theoretical perspectives (will be studied in later articles). Psychopedagogy i s defined in the Dictionary Portuguese Speaking as the principles of psychology to pedagogy (2001, p. 1232), which does not serve as a great explanation. But kn owing that pedagogy comes from Latin and Greek Paedagogos paidagogÃa, and refers to the theory that studies education, regarded by many as "the art of educating an d teaching," which aims to study the ideals of education in accordance with conc eptions specific life, adapting them to the processes in a manner deemed most ef fective for achieving the ideals, then the definition makes sense (ibid., p. 114 8). In fact psychology is devoted to the study of human behavior and all that un derlies it, ie, all processes involved in the action / reaction but also the per ception, evaluation, reasoning, thinking, acting, personality, in which the subj ect is inseparable from its multiple dimensions (biological, psychological, soci al, cultural, economic, ecological, spiritual, etc.).. Psychopedagogy is thus an area of knowledge that deals with studying the best strategies to bring the sub ject to buy / integrate knowledge ... It is best to teach but also learn ... Con trary to what one might think Psychopedagogy is not for exclusive use of Psychol ogists, is an important tool for all who are dedicated to education! All profess ionals who fall within the school whether primary, secondary, college or univers ity must master and apply in practice knowledge of this particular area because this helps them better deal with the individual and the group class, but better teach skills that may seem at the outset no applicability to practice once consi dered uninteresting, useless, redundant, and many other adjectives so negative t hat lead students to under-invest in their learning. Deals with the processes un derlying perception, learning, motivation, linking them together and with the ov erall development of the subject (personality, environment which includes social ly and culturally, standing in the historical era in which he lives). Studies, a lso, the representations that each individually and in groups makes the teaching and life in general (for example, how stereotypes and prejudices influence the first impressions that are made about the other people or new situations / event s of life that if they witness or are living) and how CD / cd 1 all these variables will inevitably be a source of profound influence at the for mation of personality. The individual is a human being which must be invariably seen in its complexity and holistic way, taking into account that all aspects in fluence and are influenced by each other and it is this incessant play of influe nces which depends on the balance, wellbeing and quality of life of the subject. This equilibrium is itself the result of permanent balances and imbalances, for example, just as the situation goes beyond the initial expectations of the subj ect to feel that some degree of frustration or discouragement, which causes an i mbalance, to soon become a new equilibrium when the individual reflects on what happened and decided not to appreciate this little failure, outlining new goals for themselves. Then we can say briefly that the area of Educational Psychology is a hinge between psychology and pedagogy and seeks to develop methods and stra tegies of teaching and education more tailored to the individual subject, as all the elements of a group or society are different, and learn from models and str ategies they also very diverse, often disparate same. Psychopedagogy provides th e tools and explanations to facilitating learning, and more importantly, that le ad to new strategies and teaching methodologies to facilitate the work of teache rs and adapt not only himself but also to the group of students to class which t he teacher should direct their teaching. A pair of his shed, is constituted as a privileged source at the level of intervention in subjects who have specific le arning difficulties and conflict management in the classroom. Allying themselves
to the area of Health Psychology plays a major role and puts the emphasis on li festyle and risk behaviors adopted by individuals in general, of modern societie s,Âliving breakneck pace and are faced with excessive levels of stress so there is need for educating individuals so they learn to respect your body, and teach the m to deal with and manage potentially stress-producing situations, which is high ly prevalent in professional groups that are already identified as risk groups, eg teachers, professionals who work shift; professionals in the health professio nals with top positions, managers, stock exchange, etc.).. As can be Psychopedag ogy has a very important role at the level of work and accomplishment of tasks a nd training, it is therefore not surprising that it can be said that the Educati onal Psychology is directly or indirectly in the lives of all subjects from an e arly age. It is known that at first learns by imitation and as a human being wil l mature and grow, will be developing their ability to perceive stimuli and sele ct them, their ability to: Thought and communication, learning, relationship and interrelationships with others, giving and receiving affection, allowing a CD / cd 2 gradually broaden their horizons, ie to adapt to different environments to which it belongs, ranging from family, school, peer group and friends, various social groups, relationships with ethnic groups, nationalities and languages, dealing with cultural diversity ie as the baby grows, it becomes child, adolescent, youn g adult, etc.. their learning is progressively more complex and refers to readin g some of the explanatory theories of human beings, for example, Sigmund Freud, Jean Piaget and Erik Erikson, Abraham Maslow, among many others. Too often we co me across people who see life a little too negative in that it is as if, to them the future does not exist, because this is merely a repetition of a past so fru strating and painful. Others, however, for the most adverse which could be their living conditions, always hoping that "better days" can happen. In these two ex treme cases it can be concluded is that learning and internalization that have i nfluenced the life and radically transformed. In the first case of someone deepl y anchored in a reality / negative mood (maybe even depressed) unable to decente r their reality to observe the world as it is. In the second case, someone optim istic that despite the suffering this, realize, that "nothing is lost" and that if the waiver is lived today, tomorrow you can be living a great success ... The se two examples can easily realize the importance of learning, and particularly of early learning, since, in conflict situations / adversity the subject has a t endency, at first, high emotionality in regress to earlier stages of development and react according ... later and after some reflection and analysis of the sit uation, will respond and provide a more appropriate behavior to their social sta tus, age and also, not least, to what is expected of him. Also according to the example shown it is expected that the first subject is someone pessimistic, inse cure / immature, which easily accommodates the majority opinion, somewhat unbala nced by fear of failing or hurting others, while the second guy is someone who r eadily accepts the challenges facing it and that in critical situations, can mob ilize their capabilities / skills and solve problems, someone more balanced, mor e secure, with better self-esteem. BIBLIOGRAPHY (2001). Dictionary of Portuguese Language. Collection "Universal" - digital edit ing. Lisboa: Porto Editora. *** *** *** Â© Celeste Duque, 04/05/2008
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