Dificultades para el fomento de una comprensión reflexiva en el ámbito de la disciplina psicológica

Abstract

In this work we analyze the difficulties for fomenting a reflective thought on psychology’s learning and teaching. There are important elements to approach this question: the paradigmatic diversity of psychological discipline, the tensions among different theoretical and practical perspectives, the role of ideologies, beliefs and attributions in the construction of the knowledge. We study the reasonings elaborated by a group of
40 Psychology students. These reasonings were about the relations between culture and school failure. They were initially elaborated individually and later there was a joint debate. We demonstrate the difficulty for applying sociocultural reasonings to explain the school problematics. It seems that this fact is related to the potential contradictions created between own beliefs or opinions and the study materials provided. We believe that to be able to show these difficulties and  contradictions turns out to be fundamental to generate an authentic reflective process in learning.