A Constituição do Self Dialógico na Adolescência: Uma Revisão Sistemática da Literatura

Patrícia Rosa Lozado; Sandra Ferraz de Castilho Dourado  Freire; Jane Farias Chagas-Ferreira

doi:10.5020/23590777.rs.v25i3.e14919

Authors

Patrícia Rosa Lozado University of Brasília, Brasília, Distrito Federal, Brazil https://orcid.org/0000-0003-0960-8437
Sandra Ferraz de Castilho Dourado Freire University of Brasília, Brasília, Distrito Federal, Brazil https://orcid.org/0000-0002-6817-6358
Jane Farias Chagas-Ferreira University of Brasília, Brasília, Distrito Federal, Brazil https://orcid.org/0000-0002-7087-8738

DOI:

https://doi.org/10.5020/23590777.rs.v25i3.e14919

Keywords:

Dialogical Self Theory, adolescence, development

Abstract

The present study consists of a systematic literature review aimed at analyzing academic articles on the use of the Dialogical Self Theory as a theoretical framework in studies on adolescence published between 2012 and 2023. The results indicate that the number of works in the area is still insufficient, highlighting the need for research that focuses on the study of the dialogic self in the early phase of adolescence and that is longitudinal in nature, focusing on the process. However, there was evidence of an evolution in studies on adolescence in the field of Cultural Psychology, focusing on the processes of human development.

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Author Biographies

Patrícia Rosa Lozado, University of Brasília, Brasília, Distrito Federal, Brazil

Graduated in Letters - Spanish from the University of Brasília (2001) and Master in Applied Linguistics from the University of Brasília (2007). Currently a PhD candidate in the Graduate Program in Human and School Development (PGPDE) at the University of Brasília (UnB) and a professor.

Sandra Ferraz de Castilho Dourado Freire , University of Brasília, Brasília, Distrito Federal, Brazil

PhD in Psychology from the University of Brasília (UnB) (2008). She is an Associate Professor at the University of Brasília in the area of Educational Psychology (Department of Theory and Foundations - Faculty of Education) and in the Graduate Program in School Developmental Psychology. Her research interests lie at the interface between psychology and education, with an emphasis on human development processes and change processes of people in educational situations, and are grounded, theoretically and epistemologically, in the Cultural Psychology approach.

Jane Farias Chagas-Ferreira, University of Brasília, Brasília, Distrito Federal, Brazil

PhD in Psychology from the University of Brasília (UnB) (2008). Associate Professor at UnB, affiliated with the Institute of Psychology, Department of School and Developmental Psychology, and the Graduate Program in School and Developmental Psychology. Member of the research group "Socioemotional, Creativity, and Talent Development in Multiple Contexts".

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