Educational Interactions in School Contexts: a Systematic Review
Abstract
As social institutions, school are interesting places to understand because they possess their own culture, made up of complex rites for interpersonal relationships, ethics, traditions, customs, and rules, among others. In this environment, the role of the educator is to encourage and aid the development of the learner throughout the educational process through binding activities and relationships, which seek to stimulate learning and the development of social, intellectual, and creative skills to be used in the classroom during the educational experience, making it interesting to understand phenomena from the viewpoint of their protagonists, such as the intersubjectivities between the educator and the learner, the complexity of teaching practices, and the meanings of students and teachers under the rituals specific to the school. The present article has the objective to identify the evidence available in the empirical studies of the last five years on the phenomenon of Educational Interactions in school contexts and their main areas of development. A systematic search design has been carried out following the PRISMA 2020 guidelines. From 20 selected articles, there are thematic lines focused on teaching practices, ICTs, interculturality, and inclusive education. From the findings, it can be concluded that emerging social phenomena at the health, migration, and technology levels merit further reflection by the academic and education communities regarding the instances in which educational actors interact in a mutually- constructed process, which includes the complexities of the teacher-student construct, its meanings, beliefs, and ethics on the different areas of school culture.
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