The construction of a Dialogical Self in the transition from elementary school to high school
Article Sidebar
Main Article Content
Abstract
Objective. The objective of this article is to explore the processes of co-construction of the dialogical Self in children in transition from elementary school to high school, from a perspective that integrates both the cultural psychology approach and the Theory of the Dialogical Self. Method. A qualitative study of an idiographic approach was designed to conduct two case studies. Results. The results showed a dynamic of tensions and the emergence of new meanings in the dialogic Self system, organized by the cultural orientation of significant others and by the context of school transitions. Particular Semiotic Affective Fields and Dynamic Positioning of the Self were identified in both cases. Conclusion. The dynamics of the Dialogical Self is constructed by meaning-making from hyper-generalized signs of an affective nature throughout development, which is configured and reconfigured by processes of cultural canalization and anticipated recognition. The need to give a voice to the participants is highlighted in such a way that this allows processes of reflection and repositioning.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Barrios, A., Barbato, S., & Branco, A. (2012). El análisis microgenético para el estudio del desarrollo moral: consideraciones teóricas y metodológicas. Revista de Psicología, 30(2), 249-279. Recuperado de http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0254-92472012000200002&lng=pt&tlng=es.
Branco, A., & Mettel, T. (1995). O processo de canalização cultural das interações criança-criança na pré-escola. Psicologia: Teoria e Pesquisa, 11(1), 13-22. Recuperado de https://periodicos.unb.br/index.php/revistaptp/article/view/17208
Branco, A., & Oliveira, M. (2019). Dialogical Self Development in Obese Women: A Cultural Psychology Longitudinal Study. Avances en Psicología Latinoamericana, 37(3), 262-276. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.7989
Rengifo-Herrera, F., & Branco, A. (2014). Values as a Mediational System for self-construction: contributions from Cultural Constructivism. Psicología desde el Caribe, 31(2), 304-326. Recuperado de http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-417X2014000200007&lng=en&tlng=en.
Cavalcante, L. (2019). Dinâmicas das significações de si e transições de desenvolvimento de uma criança da Educação Infantil para o Ensino Fundamental [Dissertação de mestrado, Universidade de Brasília]. https://repositorio.unb.br/handle/10482/37239
Freire, S., & Banco, A. (2019). Dynamics between self and culture in school: A dialogical and developmental perspective. Learning, Culture and Social Interaction, 20, 24-31. https://doi.org/10.1016/j.lcsi.2017.10.004
Hermans, H. (2001). The dialogical self: toward a theory of personal and cultural positioning. Culture & Psychology, 7(3), 243-281. DOI: 10.1177/1354067X0173001
Hermans, H., & Hermans-Konopka, A. (2010). Dialogical self theory: positioning and counter-positioning in a globalizing society. Cambridge University Press.
Mattos, E. (2016). A mediação semiótica da “responsabilidade”: um estudo sobre a construção de valores na transição para a vida adulta. Psicología USP, 27(2), 178-188. https://doi.org/10.1590/0103-6564D20160002
Mattos, E. (2018). Anticipatory Recognition: Creating a Cycle of Flexible Meanings in Intergenerational Relations. In I. Albert, E. Abbey & J. Valsiner (Eds.), Trans-generational family relations: Investigating ambivalences (pp. 73-98). Information Age Publishers.
Mattos, E. (2021). Exploring Imaginative Processes in Adolescence: A Case Study Following Cultural-Dialogical Approach. In P. Fossa (Ed.), Latin American Advances in Subjectivity and Development (pp. 43-61). Springer. https://doi.org/10.1007/978-3-030-72953-0_4
Mattos, E., & Pontes, V. (2020). Self-Imaging in the Transition to Adolescence: Exploring a Semiotic-Cultural Approach to Self-Development. In M. C. Santos, A. Uchoa & S. Ferraz (Eds.), Psychology as a dialogical science (pp. 73-93). Springer. DOI: 10.1007/978-3-030-44772-4_4
Matusov, E. (2015) Values in dialogic pedagogy. Dialogic Pedagogy, 3, 1-20. DOI: 10.5195/dpj.2015.141
Matusov, E., & Marjanovic-Shane, A. (2012). Diverse approaches to education: Alienated learning, closed and open participatory socialization, and critical dialogue. Human Development, 55(3), 159-166. DOI: 10.1159/000339594
Mosquera, D., & Estrada, L. (2021). “¡Qué estrés ¡COVID y bachillerato!”: desarrollo del Self en estudiantes durante la transición de primaria a secundaria [Tesis de maestría no publicada, Universidad Pontificia Bolivariana].
Oliveira, M. (2017). Corpo, cultura e obesidade: desenvolvimento de posicionamentos dinâmicos de si em mulheres submetidas à gastroplastia [Tese de doutorado não publicada, Universidade de Brasília].
Ribeiro, G., & Freire, S. (2018, 10-12 de octubre). Desafios das práticas colaborativas de aprendizagem na educação superior [Ponencia]. VIII Congreso Mundial de Estilos de Aprendizaje: Modelos educativos, retos para los docentes en la diversidad de contextos de formación, Barranquilla, Colombia. https://www.renata.edu.co/eventbrite-event/viii-congreso-mundial-de-estilos-de-aprendizaje-modelos-educativos-retos-para-los-docentes-en-la-diversidad-de-contextos-de-formacion/
Roncancio-Moreno, M., & Branco, A. (2017). Developmental trajectories of the Self in children during the transition from preschool to elementary school. Learning, Culture and Social Interaction, 14, 38-50.
Roncancio-Moreno, M., & Aristizábal, D. (2019). Modalidades de interacción y emergencia de valores sociales en niños. Avances en Psicología Latinoamericana, 37(3), 455-470.
Roncancio-Moreno, M., Bermúdez-Jaimes, M. E., & Branco, A. (2019). El desarrollo del sí mismo en la infancia: Contribuciones teóricas y metodológicas desde la teoría del Self dialógico (TSD) y la psicología semiótico-cultural. Revista Iberoamericana de Psicología, 12(1), 77-88. https://doi.org/10.33881/2027-1786.rip.12107
Salvatore, S., Gennaro, A., & Valsiner, J. (Eds.) (2012). Making sense of infinite uniqueness. Information Age Publishing.
Trindade, B. (2017). As significações de si das crianças abrigadas: um estudo de caso com crianças que passaram por reinserção familiar [Dissertação de mestrado, Universidade Federal da Bahia]. https://repositorio.ufba.br/handle/ri/23977
Valsiner, J. (2007). Culture in Minds and Societies. Foundations of Cultural Psychology. Sage.
Valsiner, J. (2014). An invitation to cultural psychology. Sage Publications, Inc.
Wortmeyer, D. S. (2022). Deep Loyalties: Values in Military Lives. Information Age Publishing
Zittoun, T. (2007). Symbolic resources and responsibility in transitions. Young, 15(2), 193-211. DOI: 10.1177/110330880701500205
Zittoun, T. (2012). Life-course: A socio-cultural perspective. In J. Valsiner (Ed.), The Oxford handbook of culture and psychology (pp. 513-535). Oxford University Press.
Zittoun, T. (2014). Transitions as dynamic processes — A commentary. Learning, Culture and Social Interaction, 3(3), 232 236. DOI: 10.1016/j.lcsi.2014.02.010