Education and Human Development in Latin America: Some Reflections from the Standpoint of Cultural Psychology
Economic programs aimed at improving education in Latin America have failed to deliver the promised results. The assumption that improving pri- mary and secondary education will contribute to the eradication of poverty has discarded that the culture of marginalized social groups reduces the effectiv...
| Autor Principal: | Perinat Maceres, Adolfo; Universidad Autónoma de Barcelona |
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| Otros Autores: | Tarabay Yunes, Fany; Universidad Centro Occidental Lisandro Alvarado |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana
2007
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/387 |
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| Sumario: |
Economic programs aimed at improving education in Latin America have
failed to deliver the promised results. The assumption that improving pri-
mary and secondary education will contribute to the eradication of poverty
has discarded that the culture of marginalized social groups reduces the
effectiveness of such endeavor. We explore the psychological aspects of
culture –the beliefs, values, and meaning systems of any cultural group. We
highlight how families living in poverty perceive schooling and its supposed
benefits. These attitudes are transmitted to children in the socialization
process. Another prevalent problem is the high proportion of adolescents
who drop out of school. We look for an explanation in their internal repre-
sentations of schoolwork and their motivation for doing it. We conclude that
cultural beliefs should be taken into account in the planning of educational
programs to aid children and adolescents from poor neighborhoods. They
must be adapted to the cultural world of recipient groups. |
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