Abstract
Resilience is defined as the ability to endure situations of risk, overcome them and use them as sources of life strengthening and learning. This paper aims to analyze resilience in the school environment according to two classic perspectives in education: radical behaviorism (Skinner) and the socio-historical approach (Vygotsky). According to the socio-historical perspective, resilience can be understood as a higher psychological function resulting from an individual’s self-regulatory processes. According to the behavioural approach, whenever a person is exposed to aversive situations and finds strategies to remove them, avoidance skills are developed in order to find sources of reinforcement even during adversity. Both approaches consider that resilience is socially and culturally built, nevertheless, the need exists to consider the epistemological and conceptual differences between the two authors.
Highlights
This paper seeks to analyze resilience from the points of view of Vygotsky and Skinner. Neither of these authors examines the theme of resilience in depth, this paper proposes to contribute to this theme based on concepts they put forward
In addition to primary and secondary sources of Skinner and Vygotsky, this paper is based on articles retrieved from the Scielo and CAPES databases, using the following keywords: resiliência, resilience, Skinner and Vygotsky. 479 articles were found on Scielo’s periodicals website
Pesce and Avanci (2006) state that there are three kinds of protection factors: individual factors, relating to the ability to solve problems in an autonomous manner in accordance with one’s individual resources; family factors, encompassing the support of people in whose help one can trust at times of adversity; and social environment factors, which reinforce the feeling of security and stability in relation to friends, teachers or other significant people. Considering that both the theory of Skinner and that proposed by Vygotsky emphasize the social and cultural environment in the constitution of a subject, both theories are put forth here to provide the basis for reflections aimed at understanding the phenomenon of resilience
Summary
This paper seeks to analyze resilience from the points of view of Vygotsky and Skinner. Neither of these authors examines the theme of resilience in depth, this paper proposes to contribute to this theme based on concepts they put forward. In addition to primary and secondary sources of Skinner and Vygotsky, this paper is based on articles retrieved from the Scielo and CAPES databases, using the following keywords: resiliência, resilience, Skinner and Vygotsky. 479 articles were found on Scielo’s periodicals website (www.scielo.org). Few articles discuss resilience based on analytical/behavioural concepts and concepts used by the socio-historical approach. An article dating from 2007 was found which analyzes resilience from the socio-historical perspective (Edwards & Apostolov, 2007), and an article dating from 2010 was found on the Scielo database dealing with resilience according to the cognitive/behavioural viewpoint (Norte et al, 2011)
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