Luca Tateo

• Dario, Nadia & Tateo, Luca (2020). A New Methodology for the Study of Mind-Wandering Process. Human Arenas.  ISSN 2522-5790.  3(2), s 172- 189 . doi: 10.1007/s42087-019-00075-9 Fulltekst i vitenarkiv.
• Dario, Nadia & Tateo, Luca (2020). The positive side: an inquiry into mind-wanderingùin teaching- learning situations.. Formazione & Insegnamento. European Journal of Research on Education and Teaching.  ISSN 2279-7505.  XVIII(3), s 255- 276 . doi: 10.7346/-fei-XVIII-03-20_07 Vis sammendrag

  The article addresses an overlooked topic in the field of educational sciences: teachers’ experience about mind-wandering, and presents a study that analyzes the dynamics of the psychic phenomenon by a combination of a new methodology and Interpretative Phenomenological Analysis (IPA). First, we present the phenomenon of mind-wandering as a relevant object of study, then we suggest that it can play a positive role in teaching-learning activities. We aim to provide a richer picture of the process that is commonly understood as a shift in attention. Through the discussion based on real-life field study on seven primary and secondary Italian school teachers, we show how mind-wandering is a relevant psychological phenomenon, a space of exploration and reflection where teachers rethink completely their role with regard to the students, and reconsider their mental process engaged in planning their own work. Thanks to the proposed methodology, one can gain a deeper access to teachers’ subjectivity, both as individuals absorbed in learning situations but also in their experiences, beliefs, images and social representations of mind-wandering that are connected to a specific cultural context, fieldwork, and activities of meaning construction.

• Tateo, Luca (2020). Face masks as layers of meaning in times of COVID-19. Culture & Psychology.  ISSN 1354-067X. . doi: 10.1177/1354067X20957549 Vis sammendrag

  The pandemic of COVID-19 has brought to the front a particular object: the face mask. I have explored the way people make-meaning of an object generally associated with the medical context that, under exceptional circumstances, can become a presence in everyday life. Understanding how people make meaning of their use is important. Using cultural psychology, I analyse preferences toward different types of face masks people would wear in public. The study involved 2 groups, 44 Norwegian university students and 60 international academics. In particular, I have focused on the role of the mask in regulating people affective experience. The mask evokes safety and fear, it mediates in the auto-dialogue between “I” and “Me” through the “Other”, and in the heterodialogue between “I” and the “Other” through “Me” The dialogue is characterized by a certain ambivalence, as expected. Meaning-making is indeed the way to deal with the ambivalence of human existence.

• Tateo, Luca (2020). The Golem of Psychology and the Ecosystemic Epistemology. Integrative Psychological and Behavioural Science.  ISSN 1932-4502.  54(2), s 667- 676 . doi: 10.1007/s12124-020-09532-5 Fulltekst i vitenarkiv.
• Tateo, Luca (2020). The School as Semiotic Intercultural Arena, In Shuangshuang Xu & Giuseppina Marsico (ed.),  Social Ecology of a Chinese Kindergarten Where culture grows.  Springer Nature.  ISBN 978-3-030-59734-4.  10.  s 117 - 128
• Tateo, Luca & Dario, Nadia (2020). Listen to us, grown-ups! A Research on Children’s Diaries during the COVID-19 Pandemic. Formazione & Insegnamento. European Journal of Research on Education and Teaching.  ISSN 2279-7505.  XVIII(3), s 89- 100 . doi: 10.7346/-fei-XVIII-03-20_07 Vis sammendrag

  The article presents the preliminary analysis of Italian children’s diaries during the COVID-19 lockdown. The outbreak of the disease has posed great challenges to people’s daily lives and often children’s perspectives have been overlooked. We conducted a diary study with 28 pre-adolescents in the North–East of Italy to grasp their first-person perspective on this extraordinary event. We considered a number of relevant examples that are representative of their ideas, opinions and thoughts on the pandemic phases, family life, and education. Diaries are used as ecocultural qualitative methods able to illustrate the dynamics of children’s experiences and their sense-making, and to provide useful insights for educators.

• Xu, Shuangshuang & Tateo, Luca (2020). Drama-in-Education for Understanding: an Investigation from the Perspective of Cultural Psychology of Semiotic Mediation. Human Arenas.  ISSN 2522-5790. . doi: https://doi.org/10.1007/s42087-020-00157-z Vis sammendrag

  Drama in education (DiE) is a lively and productive area of art entering into education. This article tries to establish dialogues between DiE and psychology by revisiting the phenomenological world opened by DiE from the theoretical lens of cultural psychology of semiotic mediation. First, we propose to distinguish three main approaches in DiE towards production of new understandings and conceptualize them into different models of meaning making processes from the lens of cultural psychology. Based on the three approaches, we will theorize participants’ experience in DiE into three layers: the layer of everyday, dramatic, and existential. Each layer of experience contains unique potential to produce signs from different generalization process, and the three approaches can be mapped out on different interacting zones between layers. To illuminate the theoretical discussion, the case study of a DiE workshop “The green child” is used to investigate the characteristics of its artistic form and structure, in launching participants into travelling among the three layers of experiences and in facilitating different levels of affective generalization for aesthetic experience to emerge.

• Marsico, Giuseppina; Tateo, Luca; Cerqueira Gomez, Ramon & Dazzani, Virginia (2019). Educational processes and dialogical construction of Self, In Neil Mercer; Rupert Wegerif & Louis Major (ed.),  The Routledge International Handbook of Research on Dialogic Education.  Routledge.  ISBN 9780429441677.  4.  s 50 - 63
• Tateo, Luca (2019). Caravaggio’s The Seven Works of Mercy and the Art of Generalization, In Charlotte Højholt & Ernst Schraube (ed.),  Subjectivity and Knowledge.  Springer.  ISBN 978-3-030-29977-4.  chapter.  s 141 - 156
• Tateo, Luca (2019). The journey of learning. Mind, Culture, and Activity.  ISSN 1074-9039.  26(4), s 371- 382 . doi: 10.1080/10749039.2019.1686028

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• Tateo, Luca (2020). A Theory of Imagining, Knowing, and Understanding. Springer Nature.  ISBN 978-3-030-38024-3.
• Valerio, Tatiana; Bastos, Ana Clara & Tateo, Luca (ed.) (2020). From Dream to Action Imagination and (Im)Possible Futures. Information Age Publishing.  ISBN 978-1-64802-279-1.  296 s.

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• Tateo, Luca (2020). APA Div 52 Webinar:Face Masks as New Interface in Human Relations After Pandemic.
• Tateo, Luca (2020). Atmos-Fear and Semiotic Devices: How to Turn the Right to Healthcare Into a War.
• Tateo, Luca (2020). Bases Históricas da Psicologia do Desenvolvimento.
• Tateo, Luca (2020). Injustiça epistêmica e educação. Vis sammendrag

  Epistemic injustice and education

• Tateo, Luca (2020, 13. mars). International frygtforsker om danskernes panik: »Har du et problem, så køber du noget«.  Denmark.
• Tateo, Luca (2020). O conceito de tensão psicossocial e como ela se encaixa no contexto ambiental de uma comunidade urbana.
• Tateo, Luca (2020). PANDEMIC DIALOGUES.
• Tateo, Luca (2020). Psicologia cultural e ensino das ciências: papel dos processos imaginativos.
• Tateo, Luca & Marsico, Giuseppina (2020). Psychodiversity and anthropophagic psychology.
• Tateo, Luca & Marsico, Giuseppina (2020). Reviewing as Dialogical Development of Ideas. Human Arenas.  ISSN 2522-5790.  3(1), s 1- 5 . doi: 10.1007/s42087-020-00100-2
• Tateo, Luca; Valerio, Tatiana & Bastos, Ana Clara (2020). TOWARDS A GENERAL STUDY OF IMAGINATIVE PROCESSES IN HUMAN PURPOSEFUL ACTION, In Tatiana Valerio; Ana Clara Bastos & Luca Tateo (ed.),  From Dream to Action Imagination and (Im)Possible Futures.  Information Age Publishing.  ISBN 978-1-64802-279-1.  Introduction.  s xiii - xx

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