English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The school space is powerful in its ability to institute subjective contents that reproduce or transform the social order. For this reason, psychology needs to contribute to producing transformed and transformative school institutions. However, it suffers from separations between its disciplines that limit its actions. The article presents the premises for a transdisciplinary view of the school. A model is articulated that proposes a way of diagnosing and transforming the reality of these institutions from three processes: group cohesion, educational inclusion-exclusion and performance. The model uses the educational institution and the school group as units of analysis as a conditioned psychological space, but also transformative. This allows an analysis from the multidetermination of the processes of the subjectivity-group relationship in social contextuality. It places responsibility on institutions and focuses on subjective processes in relation to structural elements.

Articulaciones teóricas y metodológicas entre los procesos de inclusión-exclusión educativa, cohesión grupal y rendimiento