Abstract
Scientific and literary texts are thick with narratives about the impact of teachers on students’ psychological development. Numerous and diverse are the examples of such impact on children’s and adolescent’s lives, from the acquisition of cognitive skills, to the development of personal characteristics, to what we designate as the canalization of life trajectories. Even though we particularly stress the active participation of individuals in their own development—from the standpoint of a semiotic-cultural psychology—we also acknowledge the significant guiding role of cultural canalization processes over individual development. Cultural canalization processes constantly take place along the developing person’s interactions with redundant social messages, or suggestions, especially those coming from relevant social others within the contexts of family and schools.
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Branco, A.U., Freire, S.F., Moreno, M.R. (2018). Teacher’s Role in the Dynamics Between Self and Culture. In: Marsico, G., Tateo, L. (eds) The Emergence of Self in Educational Contexts. Cultural Psychology of Education, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-319-98602-9_7
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DOI: https://doi.org/10.1007/978-3-319-98602-9_7
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