SOCIAL GOALS OF EDUCATION:
A CRITICAL APPROACH
Keywords:
Socialization, Hidden curriculum, Preschool, School, Cultural transmissionAbstract
The social dimensions which can be detected within
school environments are discussed here, together with the notions of
hidden curriculum and with references to the rules organizing children's
activities and experiences. Three main questions are analyzed thereafter:
the false opposition between socialization and cognitive development: the
stress put on the expression of individualistic values; and the ambiguity
found in holistic concepts such as conflict and cooperation. The need for
intensive studies of social interations and for the definition of social
objectives for education are also emphasized.
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References
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self and interpersonal evaluations in competitive and non-competitive leamíng
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sociais em sala de aula. Cadernos de Pesquisa da FCC, 71, 49-54.
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Cambridge: Cambridge University Press.
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2(1), 29-69.
Garton, A. F. (1984). Social interaction and cognitive growth: Possibile causal
mechanisms. The British Journal of Developmental Psychology, 2(3), 269-274.
Hartup, W. W. (1983). Peer relations. Em P. H. Mussen (Org.). Handbook of cnild
psychology. vol. IV: Socialization, personality and social development. New York:
John Wiley & Sons.
Hartup, W. W. (1989). Social relationships and their developmental significance.
American Psychologist, 44(2): 120-126.
Hinde, R. (1976). Interactions, relationships and social structure. Man (N.S.), 2, 1-17.
Johnson, D. W. (1981). Student-student interations: The neglected variable in
education. Educational Researcher, 10(1), 5-10.
Johnson, D. W. & Johnson, R. T. (1978). Cooperative, competitive and individualistic
learning. Journal of Research and Development in Education, 12(1), 3-13.
Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D. C. & Skon, L. (1981). Effects
of cooperative, compettive and individualistic goal structures on achievement: A
meta-analysis. Psychological Bulletin, 89(1), 47-62.
Kohn, A. (1986). No contest: The case against competition. Boston. Houghton Mifflin
Company.
Knight, G. P., Dubro, A. F. & Chão, O C. (1985). Information processing and tne
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Developmental Psychology, 21(1), 37-45.
Lash, C. (1987). O mínimo eu: sobrevivência psíquica em tempos difíceis. São Paulo.
Brasiliense.
Le Camus, J. (1985). Les relations et les interactions du jeune enfant. Paris: Les
Editions ESP.
Lubeck, S. (1984). Kinship and classrooms: An ethnografic perspective on education
as cultural transmission. Sociology of Education, 57, 219-232.
Mercier-Tremblay, C. (1977). Uinfluence du discours de Tenseignant sur la
socialisation de I'enfant. Bulletin de Psychologie, n° 335, 551-560.
Minuchin, P. P. & Shapiro, E. K. (1983). The school as a context for social
development. Em P. H. Mussen (Org.), Handbook of child psychology. Vol. IV:
Socialization, personality and social development. New York: John Wiley & Sons.
Mize, J., Ladd, G. W. & Price, J. M. (1985). Promoting positive peer relations with
young children: Rationales and strategies. Child Care Quaterly, 14(4), 221-237.
Remley, A. (1988). From obedience to independence. Psychology Today, October,
56-59.
Seligman, M. E. (1988). Boomer blues. Psychology Today, October, 50-55.
Shantz, C. U. (1987). Conflicts between children. Child Development, 58(2), 283-305.
Slavin, R. E. (1983). Cooperative learning. New York: Longman.
Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative
learning: A reconciliation. Child Development, 58(5), 1161-1167.
Stambak, M., Barriere, M., Bonica, L, Maisonnet, R., Musatti, T., Rayana, S. & Verba,
M. (1983). Les bebés entre eux. Paris: P.U.F.
Teixeira, A. M. S. (1983). A individualização do ensino em uma pré-escola. Psicologia,
9(3), 53-75.
Valsmer, J. (1987). Culture and development of children's action. New York: John
Wiley & Sons.
self and interpersonal evaluations in competitive and non-competitive leamíng
environments. Journal of Research and Development in Education, 12(1), 79-87.
Azmitia, M. (1988). Peer Interaction and problem solving: When are two heads better
than one? Child Development, 59(1), 87-96.
Blurton-Jones, N. (1972). Ethological studies of child behaviour. Cambridge:
Cambridge University Press.
Branco, A. U. A. (1989). Socialização na pré-escola: o papel da professora e da
organização das atividades no desenvolvimento de interações sociais entre as
crianças. Tese de Doutorado, Universidade de São Paulo, São Paulo.
Branco, A. U. A. & Mettel, T. P. L. (1984). Comportamento pró-social: um estudo com
pré-escolares. Psicologia, 100), 43-62.
Carvalho, A. M. A. & Beraldo, K. E. A. (1989). Interação criança-criança:
ressurgimento de uma área de pesquisa e suas perspectivas. Cadernos de
Pesquisa da FCC, 71, 55-61.
Davis, C, Silva, M. A. S. & Espósito, Y. L. (1989). Papel e valor das interações
sociais em sala de aula. Cadernos de Pesquisa da FCC, 71, 49-54.
Doise, W. (1985). Le développement social de Cintelligence: aperçu historique. Em G.
Mugny (Org.), Psychobgie sociale du développement cognitif. Berna: Peter Lang.
Doise, W. & Palmonari, A. (1984). (Org.) Social interaction in individual development.
Cambridge: Cambridge University Press.
Dumont, L. (1985). O Individualismo: uma perspectiva antropológica da ideologia
moderna. Rio de Janeiro: Rocco.
Duran, A. D. (1976). Comportamentos sociais como objetivo educacional. Psicologia,
2(1), 29-69.
Garton, A. F. (1984). Social interaction and cognitive growth: Possibile causal
mechanisms. The British Journal of Developmental Psychology, 2(3), 269-274.
Hartup, W. W. (1983). Peer relations. Em P. H. Mussen (Org.). Handbook of cnild
psychology. vol. IV: Socialization, personality and social development. New York:
John Wiley & Sons.
Hartup, W. W. (1989). Social relationships and their developmental significance.
American Psychologist, 44(2): 120-126.
Hinde, R. (1976). Interactions, relationships and social structure. Man (N.S.), 2, 1-17.
Johnson, D. W. (1981). Student-student interations: The neglected variable in
education. Educational Researcher, 10(1), 5-10.
Johnson, D. W. & Johnson, R. T. (1978). Cooperative, competitive and individualistic
learning. Journal of Research and Development in Education, 12(1), 3-13.
Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D. C. & Skon, L. (1981). Effects
of cooperative, compettive and individualistic goal structures on achievement: A
meta-analysis. Psychological Bulletin, 89(1), 47-62.
Kohn, A. (1986). No contest: The case against competition. Boston. Houghton Mifflin
Company.
Knight, G. P., Dubro, A. F. & Chão, O C. (1985). Information processing and tne
development of cooperative, competitive and individualistic social values.
Developmental Psychology, 21(1), 37-45.
Lash, C. (1987). O mínimo eu: sobrevivência psíquica em tempos difíceis. São Paulo.
Brasiliense.
Le Camus, J. (1985). Les relations et les interactions du jeune enfant. Paris: Les
Editions ESP.
Lubeck, S. (1984). Kinship and classrooms: An ethnografic perspective on education
as cultural transmission. Sociology of Education, 57, 219-232.
Mercier-Tremblay, C. (1977). Uinfluence du discours de Tenseignant sur la
socialisation de I'enfant. Bulletin de Psychologie, n° 335, 551-560.
Minuchin, P. P. & Shapiro, E. K. (1983). The school as a context for social
development. Em P. H. Mussen (Org.), Handbook of child psychology. Vol. IV:
Socialization, personality and social development. New York: John Wiley & Sons.
Mize, J., Ladd, G. W. & Price, J. M. (1985). Promoting positive peer relations with
young children: Rationales and strategies. Child Care Quaterly, 14(4), 221-237.
Remley, A. (1988). From obedience to independence. Psychology Today, October,
56-59.
Seligman, M. E. (1988). Boomer blues. Psychology Today, October, 50-55.
Shantz, C. U. (1987). Conflicts between children. Child Development, 58(2), 283-305.
Slavin, R. E. (1983). Cooperative learning. New York: Longman.
Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative
learning: A reconciliation. Child Development, 58(5), 1161-1167.
Stambak, M., Barriere, M., Bonica, L, Maisonnet, R., Musatti, T., Rayana, S. & Verba,
M. (1983). Les bebés entre eux. Paris: P.U.F.
Teixeira, A. M. S. (1983). A individualização do ensino em uma pré-escola. Psicologia,
9(3), 53-75.
Valsmer, J. (1987). Culture and development of children's action. New York: John
Wiley & Sons.
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Published
2012-08-29
How to Cite
Branco, A. U. (2012). SOCIAL GOALS OF EDUCATION:: A CRITICAL APPROACH. Psicologia: Teoria E Pesquisa, 8(3), 341–350. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17145
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