Educational Contexts and Borders through a Cultural Lens

Looking Inside, Viewing Outside

  • Giuseppina Marsico
  • Virgínia Dazzani
  • Marilena Ristum
  • Ana Cecilia de Souza Bastos

Part of the Cultural Psychology of Education book series (CPED, volume 1)

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Virgínia Dazzani, Giuseppina Marsico, Marilena Ristum, Ana Cecília de Sousa Bastos
    Pages 1-7
  3. Contexts, Borders and Education: Theoretical Coordinates

  4. Educational Contexts Through a Cultural Lens. A Case Study: Brazil

    1. Front Matter
      Pages 95-95
    2. Raquel S. L. Guzzo, Vera Lúcia Trevisan de Souza
      Pages 123-130
    3. Marilena Ristum, Ana Cecília de Sousa Bastos, Virgínia Dazzani, Giuseppina Marsico
      Pages 157-160
  5. Insideness

  6. Outsideness

  7. Betweenness

    1. Front Matter
      Pages 309-309
    2. Felicity Wikeley, Joanna Apps
      Pages 311-322
    3. Demóstenes Neves da Silva, Marilena Ristum
      Pages 323-334
    4. Olivia Maria Costa Silveira, Delma Barros Filho, Ana Clara Bastos
      Pages 345-355
  8. Conclusion

    1. Front Matter
      Pages 357-357
    2. Giuseppina Marsico, Virgínia Dazzani, Marilena Ristum, Ana Cecília de Sousa Bastos
      Pages 359-366

About this book


This book provides a “context” of discussion for researchers and educational experts in order to rethink the relationship between actors, practices and borders within the educational contexts. The research in educational psychology has often challenged the concept of “educational context”. According to the different theoretical frameworks, the construct of contexts, their borders, and the dimensions to be taken into account have all been defined in different ways. The book offers a reflection that goes from theory to practice and backward from practice to theory. The main research questions the book addresses are how actors, i.e. teachers, parents and students, educators, and professionals, with their own identity and social representations, build their educational practices, or, their shared cultural spaces where knowledge is generated, defining the borders of the educational contexts. The book proposes that a border is a type of membrane within and outside the educational setting bringing together different actors, groups and cultures. The book presents the perspectives of scholars and educational experts from various parts of the world, including Brazil, Argentina, Italy, Japan, and the United Kingdom. They shed light on what happens at the border in different cultural contexts, and what the relationship is between the educational setting and the other life contexts or micro-cultures.



Boundary Context Brazilian educational context Continuity and discontinuity of the educational context betweeness developmental cultural psychology dialogical self theory educational psychology educational self globalization of education historic and cultural psychology inside/ outside multidimensionality of the educational processes parental involvement school psychology self-other realtionships social representations socio-historical theory

Editors and affiliations

  • Giuseppina Marsico
    • 1
  • Virgínia Dazzani
    • 2
  • Marilena Ristum
    • 3
  • Ana Cecilia de Souza Bastos
    • 4
  1. 1.Dept. Human, Phil. and Edu Sci. (DISUFF)University of SalernoSalernoItaly
  2. 2.Federal University of BahiaSalvadorBrazil
  3. 3.Federal University of BahiaSalvadorBrazil
  4. 4.Federal University of BahiaSalvadorBrazil

Bibliographic information