Abstract
Schools, as historical institutions in charge of children and youth education, consist of culturally structured environments characterized by a wide range of tasks and responsibilities. They are in charge of teaching society’s new generations its most important cultural legacy and tools, in terms of substantial knowledge, skills and competences that will allow for students’ personal development and, consequently, the development of society itself. But why is it so difficult for schools to fulfill their responsibilities concerning the promotion of social development, values and citizenship? In this chapter I will address this issue from a cultural psychology perspective, emphasizing the need to plan and evaluate schools’ cultural practices as well as the role of communication and metacommunication in teacher-students and student-student interactions.
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Branco, A.U. (2018). Values, Education and Human Development: The Major Role of Social Interactions’ Quality Within Classroom Cultural Contexts. In: Branco, A., Lopes-de-Oliveira, M. (eds) Alterity, Values, and Socialization. Cultural Psychology of Education, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-319-70506-4_2
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