This article aims to discuss the relationship between personal cultural experience and knowledge construction in psychology, from the perspective of the Semiotic-Cultural Constructivism. The thoughts here presented are, at the same time, from within psychology and about psychology. The researcher is culturally situated and science is a field of production of cultural works that aims to create perspectives of knowledge about the world. Researchers can and must create some detachment from their field of study to be able to understand the course of their own knowledge constructions. This detachment is achieved through a historical–philosophical view on the theoretical–methodological propositions of their field of research. As a case study, we selected for analysis the field’s pioneer productions, from the years 1982 to 2004. The material showed that the rationality that characterizes scientific research is directed, in this field, to creating semiotic resources for further developing reflexivity in psychology, as a recursive and open-ended process. The theoretical–methodological work of the researcher concerns its own personal cultural experience and the tradition of the already constructed knowledge, selected to a dialogue about the ethical implications of human action. Therefore, advances in psychological knowledge construction cannot be addressed from an external, allegedly neutral point of view, focused on the efficacy of the instruments resulting from the said “scientific progress.”

本文旨在从符号文化建构论的角度探讨个人文化经验与心理学知识建构之间的关系。同时，这里提出的思想来自心理学内部以及关于心理学的思想。研究人员处于文化背景中，科学是文化作品的生产领域，旨在创造有关世界知识的观点。研究人员可以而且必须与他们的研究领域保持一定的联系，以便能够理解自己的知识建构的过程。这种超脱是通过对其研究领域的理论方法论的历史哲学观点来实现的。作为案例研究，我们选择从1982年到2004年对该领域的先驱产品进行分析。该材料表明，表征科学研究的合理性在该领域中旨在创建符号学资源，以进一步发展心理学的反思性，这是一种递归和开放式的过程。研究人员的理论方法论工作涉及其自身的个人文化经验和已建构知识的传统，这些知识被选择进行有关人类行为的伦理含义的对话。因此，心理知识建设的进展无法从所谓的中立外部观点出发，而侧重于上述“科学进步”所产生的手段的效力。作为一个递归和开放式的过程。研究人员的理论方法论工作涉及其自身的个人文化经验和已经建构的知识的传统，这些知识被选择进行关于人类行为的伦理涵义的对话。因此，心理知识建设的进展无法从所谓的中立外部观点出发，而侧重于上述“科学进步”所产生的手段的效力。作为一个递归和开放式的过程。研究人员的理论方法论工作涉及其自身的个人文化经验和已经建构的知识的传统，这些知识被选择进行关于人类行为的伦理涵义的对话。因此，心理知识建设的进展无法从所谓的中立外部观点出发，而侧重于上述“科学进步”所产生的手段的效力。