Angela Uchoa Branco – författare

The book is divided into three parts. In Part I, basic conceptual and theoretical issues concerning communication and metacommunication are presented. Part II continues the coverage with the issues of communication and metacommunication. Those are extended as each chapter puts forward new insights and contextualizes them within the realms of teaching– learning processes, early adaptation to nursery school contexts, and of the analysis of processes occurring at a particular dimension of human development (gender identity). Part III provides further conceptual and theoretical elaborations on the phenomena from the unique viewpoints of scholars with diverse backgrounds, which definitely furnish scientific discussion over the issue with fresh and productive ideas. Throughout the chapters, the reader is supplied with empirical projects conducted in different research laboratories, each study granting novel illustrations of methodological approaches to analyze the complexities of communication and metacommunication processes and their relevant constitutive roles in specific contexts.

The book provides conceptual and theoretical elaborations on human values from a cultural psychological approach. The authors illustrate their original contributions with empirical data, allowing for productive discussion on the topic of ontogenesis of values from a historical-cultural perspective.

This book came out as part of the efforts of cultural dialogical psychologists guided to the knowledge construction about the relations between psychology and education. After years of working together, scientists from Brazil, Denmark, Switzerland, Italy, among other countries, collaborate to present this book written in Portuguese, due to the relevant contribution of cultural dialogical psychology to the field of education within school contexts. The authors produced theoretical-empirical chapters using a didactical and dialogical language to discuss their ideas and experiences, which compose the field known as the “Cultural Psychology of Education”. Topics such as dialogical practices, democratic values and beliefs and topics concerning education and human development, among others, are therefore analyzed and discussed in order to contribute to the vast field encompassing both developmental psychology and education.

This book elaborates on issues regarding alterity, values, and human development in different educational contexts, serving from young children to adolescents to adults, and it claims for the need of educational contexts to consider their responsibilities regarding the development of the sociomoral dimension of human beings. The authors, experienced theorists and researchers sharing a cultural psychological perspective, provide a fresh understanding of educational institutions, and elaborate on how initiatives aiming at promoting dialogical practices and ethical orientation within educational contexts can be productive. They provide teachers, researchers, psychologists and parents, as well as the general public, with useful knowledge in order to contribute to theoretical and practical advances concerning education and human development.