Desarrollos teóricos en la psicología educativa con enfoque histórico-cultural: La contribución del puertorriqueño Luis C. Moll

• Rodríguez-Arocho, Wanda ^[1]
  1. [1] University of Puerto Rico System

     University of Puerto Rico System

     Puerto Rico

     
• Localización: Revista Puertorriqueña de Psicología, ISSN-e 1946-2026, Vol. 34, Nº. 1, 2023, págs. 92-106
• Idioma: español
• Títulos paralelos:
  • Theoretical developments in educational psychology from a cultural-historical approach: The contribution of puerto rican Luis C. Moll
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• Resumen
  • español

    El objetivo de este artículo es examinar la contribución de Luis C. Moll a la psicología educativa de orientación histórico-cultural. Desde trabajos iniciales en que realiza una introducción a las aplicaciones de la perspectiva  propuesta por L. S. Vygotski* a la educación, hasta la elaboración de nuevos conceptos vinculados a ella, como de fondos de conocimiento y fondos de identidad, su trabajo se ha enfocado en mejorar la posibilidad de éxito académico para estudiantes de grupos en desventaja social. Utilizo como estrategia metodológica una revisión narrativa de literatura que incluye fuentes primarias y secundarias. El análisis revela su innovadora propuesta teórica como un aporte significativo a la compresión profunda de procesos en contextos escolares, al mismo tiempo que una herramienta utilizada con éxito para avanzar la justicia social.

  • English

    The objective of this article is to present and discuss the contribution of Luis C. Moll to educational psychology with a historical-cultural orientation. From his initial works introducing the applications of the historical-cultural perspective proposed by L. S. Vygotsky and his followers to the education until the elaboration of new concepts linked to it, such as the concepts of funds of knowledge and identity, his work has focused on improving the conditions of possibility of academic success for students from socially disadvantaged groups. The elaboration of these concepts and the applications and research they have generated are receiving increasing international recognition, although his work is not widely known in the faculties of psychology and education in the country where he was born and with which he identifies. This analysis of his work seeks to help close that gap. For this, I used a narrative literature review that includes primary and secondary sources. The analysis allows to conclude that his innovative theoretical proposal is a significant contribution to the deep understanding of teaching, learning and development processes in school contexts, as well as a tool used successfully to advance social justice.