Scielo RSS <![CDATA[Revista de psicología (Santiago)]]> https://scielo.conicyt.cl/rss.php?pid=0719-058120170002&lang=es vol. 26 num. 2 lang. es <![CDATA[SciELO Logo]]> https://scielo.conicyt.cl/img/en/fbpelogp.gif https://scielo.conicyt.cl <![CDATA[<strong>Creencias de universitarios del sur de Chile sobre mandatos de género masculinos</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200001&lng=es&nrm=iso&tlng=es Resumen: El estudio tuvo como propósito comparar el nivel de adhesión de jóvenes que estudian en la universidad respecto de los mandatos de género masculinos. La investigación de tipo cuantitativa usó un diseño no experimental, descriptivo y transversal. La muestra estuvo constituida por 372 estudiantes: 233 mujeres y 139 hombres, quienes contestaron una escala organizada en siete subescalas que evaluaban las dimensiones de: proveedor, paternidad, heterosexualidad, racionalidad, fuerza física, caballerosidad y asunción de riesgos. Los resultados obtenidos muestran que en los y las jóvenes universitarios coexisten posiciones de mayor y menor adhesión respecto a los mandatos de género masculinos. Asimismo, las mujeres presentan menos adhesión que los hombres en todas las dimensiones obteniendo diferencias significativas entre ambos grupos.<hr/>Abstract: This study aimed to compare university students’ beliefs about male gender norms. This research was quantitative and cross-sectional. The sample was composed by 372 students: 233 were women and 139 were men. Both completed a survey which investigated agreement with masculine gender norms on seven dimensions: provider, parenthood, heterosexuality, rationality, physical strength, gentlemanliness, and risk taking. Results show that students vary in their level of adhesion, women are less likely than men to agree on these dimensions, resulting significant differences between groups. <![CDATA[<strong>Psicoterapia con víctimas de abuso sexual inspirada en la terapia cognitivo-conductual centrada en el trauma</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200016&lng=es&nrm=iso&tlng=es Resumen: En Chile existe muy poca investigación referida a la efectividad de las intervenciones terapéuticas con adolescentes víctimas de abuso sexual. En el resto del mundo hay evidencia de la efectividad de la terapia cognitivo conductual centrada en el trauma (TF-CBT) que hacen suponer de su utilidad en el contexto chileno. Por esta razón, el objetivo de este estudio fue realizar la evaluación piloto de un protocolo inspirado en la TF- CBT. En total participaron 21 adolescentes de sexo femenino (edades entre 12 y 17 años) que estaban ingresadas a un centro de atención a víctimas en la ciudad de Viña del Mar, Chile. Catorce adolescentes completaron el programa de tratamiento basado en la TF-CBT, en tanto siete adolescentes conformaron el grupo de comparación. Todas las participantes respondieron instrumentos de autorreporte para evaluar su sintomatología de estrés postraumático, depresión y ansiedad. Los resultados muestran que el grupo de tratamiento disminuyó significativamente su sintomatología, en tanto el grupo de comparación no mostró variaciones. Se discute sobre la utilidad de este tipo de tratamientos en el contexto chileno y sobre la necesidad urgente de obtener evidencia empírica sobre la efectividad de los tratamientos que actualmente se implementan en el país.<hr/>Abstract: In Chile there is little research about the effectiveness of therapeutic interventions with adolescent victims of sexual abuse. In the world, there is evidence of the effectiveness of trauma focused cognitive behavior therapy (TF-CBT), which suggest its usefulness in the Chilean context. Therefore, the aim of this study was to do a pilot evaluation of a protocol inspired by the TF-CBT. The participants were 21 adolescents (12 to 17 years old) who were admitted to a victims care center in the city of Viña del Mar, Chile. Fourteen adolescents completed the treatment program based on TF-CBT, and seven adolescents formed the comparison group. All participants responded self-report scales to assess their symptoms of post-traumatic stress, depression and anxiety. The results show that the treatment group significantly reduced their symptoms, while the comparison group showed no change. It is discussed about the usefulness of this type of treatment in the Chilean context, and over the imperative need to increase the empirical evidence of effectiveness of the treatments which are currently being implemented in this country. <![CDATA[<strong>Evaluación psicométrica de las Escalas de Orientación a la Dominancia Social y al Autoritarismo en niños/as</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200029&lng=es&nrm=iso&tlng=es Resumen: La orientación a la dominancia social (ODS) y el autoritarismo (RWA) constituyen variables de central importancia dentro del campo de estudios de la psicología política. La adquisición de estas orientaciones se produce desde la infancia en el marco del proceso de socialización política. Aun así, la indagación de estos aspectos con población infantil ha recibido menor atención que su estudio con personas adultas. En consecuencia, no se conocen en América Latina estudios psicométricos con población infantil orientados a determinar la validez de estructura, confiabilidad y validez convergente de las escalas utilizadas para medir estos constructos con población adulta. Por ello, el presente estudio se propuso la evaluación en población infantil argentina de ciertas pruebas que operacionalizan estos constructos con el fin de precisar dichas propiedades psicométricas. Se realizó un estudio empírico instrumental con una muestra no aleatoria accidental de 292 niños y niñas de 9 a 11 años de la ciudad de Córdoba, Argentina. Los resultados denotan las adecuadas propiedades psicométricas de las medidas evaluadas. Así, para la escala de ODS se ratificó una estructura bidimensional que retiene 10 ítems, con niveles de fiabilidad adecuados para población infantil (α = ,60 y α = ,61). Por su parte, la escala de RWA también mostró una estructura de dos dimensiones con adecuados niveles de fiabilidad (α = 69 y α = ,62), y 11 ítems en total. Se discuten las implicancias teóricas y operacionales en función de los análisis de validez convergente de las escalas.<hr/>Abstract: Social domination orientation (SDO) and authoritarianism (RWA) are very relevant variables inside Political Psychology field. The acquisition of these orientations occurs during childhood within political socialization process. Yet, the exploration of these aspects with children has received less attention than its study with adults. Thereby, no psychometric study with children has been carried out in Latin America in order to determine structure validity, reliability and convergent validity of these scales. Therefore, the present study aimed to analyze two scales that allow the operationalization of those constructs with the objective of determine their psychometric properties. An instrumental empirical study with a non-random accidental sample of 292 9-11 years old children from Cordoba, Argentina, was carried out. Results show the adequate psychometric properties of the scales considered. This way, SDO scale showed a bidimensional structure with 10 items, with adequate levels of reliability for children (α = ,60 and α = ,61). On the other hand, RWA scale also demonstrated a two-dimension structure with adequate levels of reliability (α = ,69 and α = ,62), and 11 items. Theoretical and operational implications are discussed considering convergent analysis of the two scales. <![CDATA[<strong>Conductas y actitudes alimentarias anómalas y calidad de vida relacionada con la salud en niños</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200040&lng=es&nrm=iso&tlng=es Resumen: El propósito de esta investigación fue identificar la presencia de conductas y actitudes alimentarias anómalas (CAAA) y su asociación con el peso corporal y la calidad de vida relacionada con la salud en una muestra infantil. Participaron 398 niños de una escuela pública y tres privadas, 203 mujeres (51%) y 195 varones (49%), quienes contestaron el Test Infantil de Actitudes Alimentarias (ChEAT-26) y el Cuestionario de Calidad de Vida Pediátrica (PedsQL); también se registró su peso y talla para el cálculo del índice de masa corporal. Se encontró que la prevalencia de CAAA fue de 14,1% para la escuela pública y 13,4% para la escuela privada. Los participantes con sobrepeso presentaron mayor riesgo de CAAA (OR: 2,36; 95% IC: 1,18-4,73) en comparación con los participantes de peso normal. Las niñas y niños con CAAA que asistían a escuelas públicas presentaron puntuaciones significativamente menores en funcionamiento físico, funcionamiento escolar y el total del PedsQL que sus contrapartes de escuelas privadas. El tipo de escuela, la edad y las CAAA explicaron el funcionamiento escolar. Se concluyó que una cantidad importante de niños, principalmente con sobrepeso, presentaron CAAA y estas influyen en la calidad de vida relacionada con la salud.<hr/>The purpose of this research was to identify the presence of disordered eating behaviors and attitudes (DEBA) and its relation to body weight and health-related quality of life in children. The sample comprised 398 children from four elementary schools, public and private, 203 women (51%) and 195 men (49%), who completed the Children Eating Attitudes Test (ChEAT-26) and the Pediatric Questionnaire Quality of Life (PedsQL). As a part of the procedure, body weight and size were registered in order to determine the body mass index. The data analysis yielded a prevalence of 14.1% and 13.4% of DEBA respectively to public and private school. Overweight participants showed higher risk of DEBA than peers of normal weight (OR: 2.36; 95% CI: 1.18-4.73). Children with DEBA from public schools showed minimized scores in the physical functioning, scholar functioning and for the total of PedsQL compared to peers from private schools. The scholar functioning was explained by type of school, age and DEBA. It was concluded that a significant number of children, mainly overweight, presented DEBA, and they affect the health-related quality of life. <![CDATA[<strong>Los hijos de la democracia: rasgos, valores individuales, laborales y sociales en Chile</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200050&lng=es&nrm=iso&tlng=es Resumen: La literatura respecto a diferencias generacionales ha sido difundida en el ámbito de las ciencias sociales, tanto en la explicación del comportamiento del consumidor, patrones de voto, compromiso social, valores cívicos hasta elementos relacionados con la gestión de las organizaciones. En este punto, la visión centrada en la repetición de los patrones culturales de Estados Unidos ha establecido la existencia de generaciones que poseen alineamientos valóricos y conductuales, los cuales la literatura ha replicado a través del mundo, sin ahondar en la validez del análisis en contextos culturales diferentes. Este trabajo utiliza este cuerpo teórico buscando establecer la validez de la comparación de las diferencias generacionales en el dominio de rasgos de personalidad, valores individuales, laborales y sociales, considerando el contexto sociocultural de una sociedad como la chilena. A través de un estudio transversal, con una encuesta diseñada para estos fines (N=2865) se da cuenta de la inviabilidad de replicar las distinciones y categorías provenientes de Estados Unidos, pudiendo solo vincular los efectos de la edad a un evento particular de la historia chilena contemporánea: el retorno de la democracia.<hr/>Abstract: The literature on generational differences has been disseminated in the social sciences, as an explanation of consumer behavior, voting patterns, social commitment, civic values and elements related to management. At this point, the vision centered on the repetition of the cultural patterns of the United States, has established the existence of generations that have values and behavioral alignments, which literature has replicated throughout the world, without delving into the validity of the analysis in different cultural contexts. This work it’s based on this theoretical body seeking to establish the validity of the comparison of generational differences in the domain of personality traits, individual, labor and social values, considering the sociocultural context of Chilean society. Through a cross-sectional survey designed for these purposes (N = 2865) reveals the impossibility of replicability of distinctions and categories coming from the United States, being able to only link the effects of age to a particular event of the contemporary Chilean history: The return of democracy. <![CDATA[<strong>Polivictimización y sintomatología postraumática: el rol del apoyo social y la autoeficacia</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200066&lng=es&nrm=iso&tlng=es Resumen: Internacionalmente existe evidencia de que la polivictimización infantojuvenil -exposición a distintos tipos de violencia- tiene consecuencias negativas en los individuos incluso hasta la edad adulta. Las consecuencias serían más severas que la exposición repetida a un tipo específico de violencia. Dado que en Chile hay poca investigación sobre este fenómeno, el objetivo del estudio es evaluar la relación entre polivictimización, sintomatología postraumática, autoeficacia y apoyo social en una muestra de 180 estudiantes universitarios (M = 20,72; DE = 3,10). Se realizan análisis bivariados (correlaciones) y multivariados (análisis de senderos). Los resultados dan cuenta de una relación directa entre la polivictimización infantojuvenil y la sintomatología postraumática actual. Además, se aprecia que la autoeficacia media la relación entre el apoyo social y la sintomatología: a mayor apoyo, mayor autoeficacia y menor sintomatología. Se discuten las implicancias de estos resultados para los procesos de psicoterapia con población adulta con problemas de salud mental.<hr/>Abstract: Internationally, there is evidence that poly-victimization in childhood -exposure to different types of violence- has negative consequences for individuals even into adulthood. The consequences would be more severe than repeated exposure to a specific type of violence. In Chile there is not enough research on this phenomenon. For this reason, the objective of the study is to evaluate the relationship between poly-victimization, posttraumatic symptomatology, self-efficacy and social support in a sample of 180 university students (M = 20.72, SD = 3.10). We performed both bivariate (correlations) and multivariate analyzes (multiple regression and path analysis). The results show a direct relationship between poly-victimization and posttraumatic symptomatology. In addition, self-efficacy mediated the relationship between social support and symptomatology: the greater the social support, the greater the self-efficacy, and thus the less symptomatology. We discuss the implications of these results for the psychotherapy processes with adult population with mental health problems. <![CDATA[<strong>Estudio de validación del International Affective Picture System en niños y adolescentes argentinos</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200076&lng=es&nrm=iso&tlng=es Resumen: El objetivo del estudio fue analizar el comportamiento psicométrico del conjunto de imágenes para niños y adolescentes del International Affective Picture System. La muestra estuvo compuesta por 141 niños y adolescentes de entre 7 y 14 años, divididos en tres franjas etarias que evaluaron las 60 imágenes en las dimensiones de valencia y arousal. Los resultados mostraron una baja activación para las imágenes consideradas agradables y alta activación para las imágenes consideradas desagradables, con una correlación fuerte y negativa para las segundas. La distribución de las imágenes en el espacio afectivo evidenció una mayor dispersión y menor inclinación de la activación para las imágenes agradables respecto de las desagradables. El comportamiento de la dimensión de valencia sostiene a esta como el eje principal sobre la cual se organizan las emociones, la cual está vinculada con el proceso de adaptación y evolución humana, a diferencia de la dimensión de arousal que estaría más influenciada por factores socioculturales y de aprendizaje. La distribución de los estímulos afectivos en el espacio bidimensional refleja la organización de las emociones para niños y adolescentes argentinos, demostrándose que el IAPS puede ser un instrumento fiable para evaluar emociones en esta población.<hr/>Abstract: The aim of the study was to analyze the psychometric behavior of the set of images for children and adolescents of the International Affective Picture System. The sample consisted of 141 children and adolescents between 7 and 14 years old, divided into three age ranges, that evaluated 60 images in the valence and arousal dimensions. The results showed a low activation for images considered as pleasant and high activation with a negative strong correlation for images considered as unpleasant. The distribution of the images in the affective space showed a greater dispersion and less inclination activation for pleasant pictures, compared to unpleasant. The valence dimension consists in the main axis that emotions are organized, and it is related to the process of human adaptation and evolution, compared with the arousal dimension that would be more influenced by learning and sociocultural factors. The distribution of affective stimuli in two-dimensional space reflects the organization of emotions for children and adolescents in Argentina, demonstrating that IAPS may be a reliable instrument to assess emotions in this population. <![CDATA[<strong>La comunicación entre padres e hijos: su influencia sobre el disfrute y el flow adolescente</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200092&lng=es&nrm=iso&tlng=es Resumen: El objetivo de este trabajo fue estudiar la influencia de la comunicación con los padres sobre las actividades de disfrute y las experiencias óptimas (flow) en adolescentes. Participaron 159 adolescentes de ambos sexos (37,7% varones; edad M = 14,7; DE = 1,7) de tres escuelas públicas de Buenos Aires, Argentina. Se realizaron correlaciones de Pearson, regresiones lineales simples y múltiples, y regresiones logísticas. Los resultados mostraron que una comunicación positiva (más abierta y con menos problemas) con ambos padres predice el disfrute y el tiempo dedicado a actividades estructuradas, como el deporte o las actividades artísticas. Solo problemas menores en la comunicación con el padre predicen un mayor tiempo dedicado a las actividades sociales. Estos resultados se discuten en función de la importancia de la comunicación con ambos padres para el disfrute y la experiencia óptima de flow en las actividades que realizan los adolescentes.<hr/>Abstract: The aim of this work was to study the influence of adolescent-parents communication in enjoyment and optimal experiences (flow) in adolescents’ activities. Adolescents (n = 159) of both genders (37.7% males; M age = 14.7, SD = 1.7) from three public schools in Buenos Aires, Argentina participated in the study. Pearson correlations, simple and multiple linear regressions, and logistic regressions were performed. Results showed that positive communication with both parents (more open and less problematic) predicted enjoyment and time spent in structured activities, such as sports or artistic activities. Lower levels of problems in communication with the father predict more time spent on social activities. These results are discussed in terms of the importance of communication with both parents for the enjoyment and optimal flow experience in adolescents’ activities. <![CDATA[Reception and Circulation of Carl Rogers’s Humanistic Psychology in Brazil]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200106&lng=es&nrm=iso&tlng=es Resumo: Segundo uma perspectiva historiográfica, objetivamos (re)organizar, revisitar e refletir a recepção e circulação da psicologia humanista de Carl Rogers no Brasil. Inicialmente, apresentamos os conceitos de recepção e circulação e suas implicações para uma história da psicologia em contexto. Posteriormente, revisamos quatro momentos históricos de recepção e circulação de ideias rogerianas no Brasil, a saber, pré-história (1945-1976), fertilização (1977-1986), declínio (1987-1989) e ascensão / renascimento (1990 em diante). Em seguida, analisamos as traduções das obras de Rogers para o português brasileiro, especificando como elas contribuíram para essa recepção e circulação, nas décadas de 1970-2010. Refletimos que, atualmente, no Brasil, há poucos livros de Rogers em edição e existem algumas obras metodológicas, autobiográficas e clínicas que não foram traduzidas. Decorrem disso uma dificuldade no acesso total dos planos de pesquisa e de fundamentação teórica, clínica e educacional de Rogers, além do conhecimento parcial da vida e da obra desse autor, conforme as suas narrativas. Argumentamos, finalmente, que esses aspectos contribuíram para o desenvolvimento de uma abordagem centrada na pessoa com especificidades locais, sobretudo, fenomenológico-existenciais.<hr/>Abstract: According a historiographical perspective, we aimed to (re)organize, revisit and reflect the reception and circulation of Carl Rogers’ humanistic psychology in Brazil. Initially, we present the reception and circulation concepts and their implications for the history of psychology in context. Posteriorly, we revised four historical moments of reception and circulation of Rogerian ideas in Brazil, namely, prehistory (1945-1976), fertilization (1977-1986), decline (1987-1989) and ascension / rebirth (1990 upward). Then, we analyze the translations of Rogers’ works to the Brazilian Portuguese, specifying how they collaborated for this reception and circulation in the 1970s-2010s. We reflect that, currently, in Brazil, there just a few Rogers’ books in edition and there are some methodological, autobiographical and clinical works that have not been translated. There is a difficulty in the total access of Rogers’ research plans and theoretical, clinical and educational foundation, as well as the partial knowledge of the author’s life and work according to his narratives. We argue, finally, that these factors contributed for the person-centered approachdevelopment with local specificities, mainly, phenomenological and existential. <![CDATA[<strong>¿Cuál Brentano es nuestro Brentano? Recepción editorial de Psychologie Vom Empirischen Standpunkt</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200118&lng=es&nrm=iso&tlng=es Resumen: Existe consenso en reconocer que Psychologie vom Empirischen Standpunkt es la obra magna de Franz Brentano, al menos en el ámbito de la psicología. Sin embargo, la historia de dicho volumen es compleja por la diversidad de ediciones y traducciones disponibles, la diferencia entre las mismas, y los grandes lapsos de tiempo ocurridos entre cada una de ellas. Con el objetivo de aportar datos sobre la recepción hispana de dicha obra, y en el marco de la historia social del conocimiento y de la ciencia, que subraya las operaciones editoriales en la dinámica del conocimiento científico, este trabajo releva, analiza y contextualiza las diversas ediciones de Psychologie. En primer lugar, se reseña el origen y contexto de las ediciones española, francesa e inglesa. En segundo lugar, se expone el resultado de un análisis textual de contenido. El análisis arrojó que la versión castellana de Psychologie tiene entre el 40% y el 45% del material de la monografía original. Se concluye que la recepción y adaptación editorial al castellano, además de relativamente tardía, fue parcial e incompleta. Futuros trabajos deberán caracterizar teórica, metodológica y epistemológicamente la propuesta total de Brentano expuesta en Psychologie, para así poder determinar qué partes no impactaron a la psicología argentina.<hr/>Abstract: There is consensus in recognizing Psychologie vom Empirischen Standpunkt as Franz Brentano’s masterpiece, at least in the field of psychology. However, the history of this volume is complex, due to the diversity of editions and translations available, to the difference between them, and to the large time lags between each of them. With the aim of providing data on the reception of this work in Spanish-speaking countries, and within the framework of social history of knowledge and science, which emphasizes editorial operations in the dynamics of scientific knowledge, this work surveys, analyzes and contextualizes the various editions of Psychologie. Firstly, the origin and context of the Spanish, French and English editions is detailed. Secondly, we present the results of a textual content analysis. The data suggests that the Spanish version of Psicología has between 40% and 45% of the original material present in the first edition of the monograph. We conclude that the reception and editorial adaptation into Spanish, in addition to being relatively late, was partial and incomplete. Future works should characterize the theoretical, methodological and epistemological proposal of Brentano outlined and laid out in Psychologie, in order to be able to determine which parts and claims did not impact Argentinian psychology. <![CDATA[<strong>La perspectiva de la psicología histórico-cultural: editorial</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200134&lng=es&nrm=iso&tlng=es Resumen: Existe consenso en reconocer que Psychologie vom Empirischen Standpunkt es la obra magna de Franz Brentano, al menos en el ámbito de la psicología. Sin embargo, la historia de dicho volumen es compleja por la diversidad de ediciones y traducciones disponibles, la diferencia entre las mismas, y los grandes lapsos de tiempo ocurridos entre cada una de ellas. Con el objetivo de aportar datos sobre la recepción hispana de dicha obra, y en el marco de la historia social del conocimiento y de la ciencia, que subraya las operaciones editoriales en la dinámica del conocimiento científico, este trabajo releva, analiza y contextualiza las diversas ediciones de Psychologie. En primer lugar, se reseña el origen y contexto de las ediciones española, francesa e inglesa. En segundo lugar, se expone el resultado de un análisis textual de contenido. El análisis arrojó que la versión castellana de Psychologie tiene entre el 40% y el 45% del material de la monografía original. Se concluye que la recepción y adaptación editorial al castellano, además de relativamente tardía, fue parcial e incompleta. Futuros trabajos deberán caracterizar teórica, metodológica y epistemológicamente la propuesta total de Brentano expuesta en Psychologie, para así poder determinar qué partes no impactaron a la psicología argentina.<hr/>Abstract: There is consensus in recognizing Psychologie vom Empirischen Standpunkt as Franz Brentano’s masterpiece, at least in the field of psychology. However, the history of this volume is complex, due to the diversity of editions and translations available, to the difference between them, and to the large time lags between each of them. With the aim of providing data on the reception of this work in Spanish-speaking countries, and within the framework of social history of knowledge and science, which emphasizes editorial operations in the dynamics of scientific knowledge, this work surveys, analyzes and contextualizes the various editions of Psychologie. Firstly, the origin and context of the Spanish, French and English editions is detailed. Secondly, we present the results of a textual content analysis. The data suggests that the Spanish version of Psicología has between 40% and 45% of the original material present in the first edition of the monograph. We conclude that the reception and editorial adaptation into Spanish, in addition to being relatively late, was partial and incomplete. Future works should characterize the theoretical, methodological and epistemological proposal of Brentano outlined and laid out in Psychologie, in order to be able to determine which parts and claims did not impact Argentinian psychology. <![CDATA[<strong>Juegos escolares mapuche en el patio de recreo en una escuela rural</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200136&lng=es&nrm=iso&tlng=es Resumen: El juego infantil es una actividad culturalmente estructurada por medio de la cual se representan implícita y explícitamente contenidos culturales relevantes (Lancy, 2015). La escuela es un espacio de socialización fundamental en el que se desarrollan variadas interacciones sociales destacando las que ocurren en el patio de recreo. El objetivo general de esta investigación fue describir las características del juego en el patio de recreo de niños mapuches pertenecientes a una escuela rural de la comuna de Freire, en la región de La Araucanía. Participaron en este estudio 16 niños entre 6 y 12 años de edad. Se utilizó un diseño basado en un enfoque etnográfico, usando la observación abierta para registrar seis episodios de recreo. Los resultados muestran que el tipo de juego observado es principalmente no competitivo y de ejercicio, predominando la interacción grupal entre niños de distintas edades, aun cuando se observó que niños y niñas tienden a ignorarse. El reglamento de los juegos generalmente es de carácter implícito y los artefactos son usados con la finalidad de compartir con otros niños. Se discuten estos datos con base en el concepto de constelaciones de prácticas culturales identificando características propias de la cultura mapuche.<hr/>Abstract: Children’s play is a culturally structured activity in which relevant cultural content is implicitly and explicitly represented (Lancy, 2015). The school is a space of fundamental socialization where varied social interactions occur, being those happening in the playground of vital relevance. The objective of this research was to describe the characteristics of play in the playground of Mapuche children attending a rural school in the commune of Freire, Araucanía Region. A total of 16 children between 6 and 12 years old participated in this study. An ethnographic approach was used employing open observation to register 6 break episodes. The results indicated that the type of play observed is mainly non-competitive and exercise, with group interaction predominating among children of different ages, even though it was observed that boys and girls tend to ignore each other. The rules of the observed plays were generally implicit and artifacts were used for the purpose of sharing with other children. These findings are discussed based on the concept of constellations of cultural practices identifying characteristics of the Mapuche culture. <![CDATA[Development and Deficiency in the Historical-Cultural Perspective: Contributions for Special and Inclusive Education]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200151&lng=es&nrm=iso&tlng=es Resumo: O objetivo deste trabalho é discutir aspectos relacionados ao desenvolvimento e à educação de crianças com deficiência na contemporaneidade à luz da psicologia histórico-cultural. Analisa-se o caso de um aluno com deficiência múltipla no contexto de uma escola pública do Ensino Fundamental do Brasil, e destaca-se possíveis contribuições das ideias de Vigotski para a educação especial e inclusiva. Os resultados demonstram: a contradição do meio social, que pode se configurar como fonte de desenvolvimento ou lócus de impedimentos de novas formações psicológicas; a natureza dinâmica da deficiência, de seu conteúdo e estrutura, afetada pelos processos educacionais; o potencial da mediação pedagógica na constituição da ação prospectiva do aluno com deficiência. Argumenta-se pela importância de orientar a atenção para as especificidades não como impeditivas da ação pedagógica, mas como possíveis de serem trabalhadas no gesto educativo marcado pelo compromisso social de humanização.<hr/>Abstract: The aim of this paper is to discuss aspects related to the development and education of children with disabilities in contemporary times, based on the historical-cultural psychology. The case of a student with multiple disabilities is analyzed within the context of a public secondary school in Brazil, and possible contributions from Vygotsky’s ideas for special and inclusive education are highlighted. The results reveal the following: the social environment contradiction which can be configured as a source of development or the locus impairing new psychological formations; the dynamic nature of the deficiency, of its content and structure, affected by educational processes; the potential of the pedagogical mediation in the construction of the prospective action by the student with deficiency. It is stated here the importance of considering the specificities not as impairment of the pedagogical action, but as possibilities of educational actions marked by the social commitment to humanization. <![CDATA[Reseñas de libros / Book reviews]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200161&lng=es&nrm=iso&tlng=es Resumo: O objetivo deste trabalho é discutir aspectos relacionados ao desenvolvimento e à educação de crianças com deficiência na contemporaneidade à luz da psicologia histórico-cultural. Analisa-se o caso de um aluno com deficiência múltipla no contexto de uma escola pública do Ensino Fundamental do Brasil, e destaca-se possíveis contribuições das ideias de Vigotski para a educação especial e inclusiva. Os resultados demonstram: a contradição do meio social, que pode se configurar como fonte de desenvolvimento ou lócus de impedimentos de novas formações psicológicas; a natureza dinâmica da deficiência, de seu conteúdo e estrutura, afetada pelos processos educacionais; o potencial da mediação pedagógica na constituição da ação prospectiva do aluno com deficiência. Argumenta-se pela importância de orientar a atenção para as especificidades não como impeditivas da ação pedagógica, mas como possíveis de serem trabalhadas no gesto educativo marcado pelo compromisso social de humanização.<hr/>Abstract: The aim of this paper is to discuss aspects related to the development and education of children with disabilities in contemporary times, based on the historical-cultural psychology. The case of a student with multiple disabilities is analyzed within the context of a public secondary school in Brazil, and possible contributions from Vygotsky’s ideas for special and inclusive education are highlighted. The results reveal the following: the social environment contradiction which can be configured as a source of development or the locus impairing new psychological formations; the dynamic nature of the deficiency, of its content and structure, affected by educational processes; the potential of the pedagogical mediation in the construction of the prospective action by the student with deficiency. It is stated here the importance of considering the specificities not as impairment of the pedagogical action, but as possibilities of educational actions marked by the social commitment to humanization. <![CDATA[<strong>Psicolojia del pueblo araucano: Tomás Guevara y el discurso psicológico sobre los mapuches</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200165&lng=es&nrm=iso&tlng=es Resumo: O objetivo deste trabalho é discutir aspectos relacionados ao desenvolvimento e à educação de crianças com deficiência na contemporaneidade à luz da psicologia histórico-cultural. Analisa-se o caso de um aluno com deficiência múltipla no contexto de uma escola pública do Ensino Fundamental do Brasil, e destaca-se possíveis contribuições das ideias de Vigotski para a educação especial e inclusiva. Os resultados demonstram: a contradição do meio social, que pode se configurar como fonte de desenvolvimento ou lócus de impedimentos de novas formações psicológicas; a natureza dinâmica da deficiência, de seu conteúdo e estrutura, afetada pelos processos educacionais; o potencial da mediação pedagógica na constituição da ação prospectiva do aluno com deficiência. Argumenta-se pela importância de orientar a atenção para as especificidades não como impeditivas da ação pedagógica, mas como possíveis de serem trabalhadas no gesto educativo marcado pelo compromisso social de humanização.<hr/>Abstract: The aim of this paper is to discuss aspects related to the development and education of children with disabilities in contemporary times, based on the historical-cultural psychology. The case of a student with multiple disabilities is analyzed within the context of a public secondary school in Brazil, and possible contributions from Vygotsky’s ideas for special and inclusive education are highlighted. The results reveal the following: the social environment contradiction which can be configured as a source of development or the locus impairing new psychological formations; the dynamic nature of the deficiency, of its content and structure, affected by educational processes; the potential of the pedagogical mediation in the construction of the prospective action by the student with deficiency. It is stated here the importance of considering the specificities not as impairment of the pedagogical action, but as possibilities of educational actions marked by the social commitment to humanization. <![CDATA[<strong>El 20 de noviembre: Memoria e identidad de la psicología en Colombia (1947-2017)</strong>]]> https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-05812017000200171&lng=es&nrm=iso&tlng=es Resumo: O objetivo deste trabalho é discutir aspectos relacionados ao desenvolvimento e à educação de crianças com deficiência na contemporaneidade à luz da psicologia histórico-cultural. Analisa-se o caso de um aluno com deficiência múltipla no contexto de uma escola pública do Ensino Fundamental do Brasil, e destaca-se possíveis contribuições das ideias de Vigotski para a educação especial e inclusiva. Os resultados demonstram: a contradição do meio social, que pode se configurar como fonte de desenvolvimento ou lócus de impedimentos de novas formações psicológicas; a natureza dinâmica da deficiência, de seu conteúdo e estrutura, afetada pelos processos educacionais; o potencial da mediação pedagógica na constituição da ação prospectiva do aluno com deficiência. Argumenta-se pela importância de orientar a atenção para as especificidades não como impeditivas da ação pedagógica, mas como possíveis de serem trabalhadas no gesto educativo marcado pelo compromisso social de humanização.<hr/>Abstract: The aim of this paper is to discuss aspects related to the development and education of children with disabilities in contemporary times, based on the historical-cultural psychology. The case of a student with multiple disabilities is analyzed within the context of a public secondary school in Brazil, and possible contributions from Vygotsky’s ideas for special and inclusive education are highlighted. The results reveal the following: the social environment contradiction which can be configured as a source of development or the locus impairing new psychological formations; the dynamic nature of the deficiency, of its content and structure, affected by educational processes; the potential of the pedagogical mediation in the construction of the prospective action by the student with deficiency. It is stated here the importance of considering the specificities not as impairment of the pedagogical action, but as possibilities of educational actions marked by the social commitment to humanization.