Educational and psychological perspectives on Hispanic children from Hispanic journals: A view from Latin America

• Autores: Thomas Oakland, Maria L. Ramos-Cancel
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 6, Nº. 1, 1985, págs. 67-82
• Idioma: inglés
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• Resumen

  • Literature from Hispanic journals on education and psychology on Spanish‐speaking Latin American children is summarised. Background information on Latin American countries is provided so as to establish a context for the educational and psychological literature. This literature review focuses on educational research and development and on the contributions of psychology to these two activities. Educational research in Latin America is a relatively recent activity and receives its support primarily from international and national organisations and professors from Latin American and North American Universities. Much research is descriptive and is part of a national planning effort; the research frequently examines basic demographic data and speculates as to possible causes of and remedies to problems. Emphasis often is placed on initiating new programmes thought to have a desirable social impact on large segments of the school age population and on the development and maintenance of community resources which reflect the needs of most people. Research examining the relative influence various factors have on pupil's educational development tends to utilise four variables: perceptual, intellectual, nutritional and familial. Many of the theories, practices and methodologies which guide educational research and practice in Latin America were developed in Western Europe and North America and do not adequately consider cultural and social differences. Also, important characteristics of Latin American pupils and educational institutions may be overlooked or misunderstood when evaluation strategies developed elsewhere are used in Latin America.