Maria Cecília Rafael de Góes

Bio: Maria Cecília Rafael de Góes is an academic researcher. The author has contributed to research in topics: Constitution & Semiotics. The author has an hindex of 4, co-authored 4 publications receiving 289 citations.

A abordagem microgenética na matriz histórico-cultural: uma perspectiva para o estudo da constituição da subjetividade

Abstract: Este trabalho focaliza a analise microgenetica enquanto abordagem metodologica que esta inscrita numa interpretacao historico-cultural e semiotica dos processos humanos e que e distinta de formas de analise de microeventos ligadas a outros aportes teoricos. O proposito e caracterizar, dentro da matriz historico-cultural, a vertente dessa abordagem que articula o nivel microgenetico das interacoes sociais com o exame do funcionamento dialogico-discursivo, salientando, ainda, as propostas de vinculacao com as proposicoes do paradigma semiotico-indiciario. E salientado o carater promissor de tais tendencias para a investigacao da constituicao do sujeito, pois elas permitem adensar o estudo dos processos intersubjetivos e expandem as possibilidades de vincular minucias e indicios de episodios especificos a condicoes macrossociais, relativas as praticas sociais.

A experiência de pessoas surdas em esferas de atividade do cotidiano

Abstract: O artigo analisa depoimentos de sujeitos surdos sobre os modos como participam de esferas de atividade, nas quais diferentes segmentos da populacao circulam em eventos do dia-a-dia (no trabalho, em casas comerciais e em servicos publicos, por exemplo). A partir de entrevistas, os achados indicam que os surdos enfrentam dificuldades em situacoes que, em geral, sao triviais para os ouvintes. Ademais, os entrevistados mostram um reconhecimento muito parcial das condicoes insatisfatorias e desiguais para sua insercao nesses varios espacos, admitindo a naturalidade da dependencia do ouvinte ou mesmo atribuindo ao proprio surdo a responsabilidade pelos problemas. As analises evidenciam que as mudancas politicas anunciadas realizam-se de maneira inconsistente. "A eliminacao de barreiras atitudinais e de comunicacao" implica o enfrentamento de questoes concernentes as relacoes de poder entre surdo e ouvinte e nao pode ser concebida como uma soma de iniciativas localizadas.

Technology affordances for intersubjective meaning making: A research agenda for CSCL

Abstract: Now well into its second decade, the field of Computer-Supported Collaborative Learning (CSCL) appears healthy, encompassing a diversity of topics of study, methodologies, and representatives of various research communities. It is an appropriate time to ask: what central questions can integrate our work into a coherent field? This paper proposes the study of technology affordances for intersubjective meaning making as an integrating research agenda for CSCL. A brief survey of epistemologies of collaborative learning and forms of computer support for that learning characterize the field to be integrated and motivate the proposal. A hybrid of experimental, descriptive and design methodologies is proposed in support of this agenda. A working definition of intersubjective meaning making as joint composition of interpretations of a dynamically evolving context is provided, and used to propose a framework around which dialogue between analytic approaches can take place.

A abordagem microgenética na matriz histórico-cultural: uma perspectiva para o estudo da constituição da subjetividade

Abstract: Este trabalho focaliza a analise microgenetica enquanto abordagem metodologica que esta inscrita numa interpretacao historico-cultural e semiotica dos processos humanos e que e distinta de formas de analise de microeventos ligadas a outros aportes teoricos. O proposito e caracterizar, dentro da matriz historico-cultural, a vertente dessa abordagem que articula o nivel microgenetico das interacoes sociais com o exame do funcionamento dialogico-discursivo, salientando, ainda, as propostas de vinculacao com as proposicoes do paradigma semiotico-indiciario. E salientado o carater promissor de tais tendencias para a investigacao da constituicao do sujeito, pois elas permitem adensar o estudo dos processos intersubjetivos e expandem as possibilidades de vincular minucias e indicios de episodios especificos a condicoes macrossociais, relativas as praticas sociais.

Learning Interdisciplinarity: Sociocultural Perspectives on Academic Work

Abstract: How do college and university faculty create interdisciplinary spaces in colleges and universities? A literal translation of this question suggests a focus on the development and maintenance of interdisciplinary degree programs or research centers. This interpretation is consistent with a tradition of research on faculty that focuses on structural conditions that foster productivity. A less literal translation considers the more intangible aspects of faculty work and of interdisciplinarity. Institutional structures and policies may provide incentives and opportunities for research and teaching, but interdisciplinarity requires a prior step: in order to take advantage of policies or programs that encourage interdisciplinarity, college and university faculty must undertake the learning that will allow them to pursue interdisciplinary research or teaching. Another interpretation of the concept of space, then, focuses attention on the imaginative work of interdisciplinarity, and one logical conclusion is to study both the material circumstances of faculty life and the cognitive work of interdisciplinary research and teaching. The danger in this conceptualization is the potential for repetition of the mind-body duality that is common in Western thought. If we frame learning (what happens 'in the head') as separate from lived experience (the physical locations and conditions in which it occurs), an individualistic and dualistic orientation results. We tend to study contexts and persons in contexts separately, often extracting the individual from his or her context in order to get a better look at the phenomenon of cognition. Many traditional psychological theories of learning and studies based on these theories manifest this assumption about the separate spheres of thinking and being. In contrast, sociological and anthropological theories focus intently on contexts and cultures: they are more apt to assume that analytic strategies should begin with an account of social phenomena and then, on the basis of these, develop analyses of individual mental functioning (see Kirshner & Whitson, 1997; Wertsch, 1998; for an extended discussion of these points). Today, theorists from various fields have begun to think about how to repair the mind-body duality, to argue that learning cannot be separated from the contexts in which it occurs, and to reconceptualize cognition and learning as activities that occur through social interaction. Using these theories as analytic lenses for studying faculty work, I examine how some faculty create spaces in which to pursue interdisciplinary thinking, research, and teaching. Since the first definitions were advanced in the 1930s, interdisciplinarity has been defined in numerous ways, and there is little consensus on its exact meaning. The definition that guided this work was developed by the Center for Educational Research and Innovation. This definition specifies a range of potential interdisciplinary interactions and thus can accommodate different, and even competing, types of interdisciplinarity: Interdisciplinary--An adjective describing the interaction among two or more different disciplines. This interaction may range from simple communication of ideas to the mutual integration of organising concepts, methodology, procedures, epistemology, terminology, data, and organisation of research and education in a fairly large field. An interdisciplinary group consists of persons trained in different fields of knowledge (disciplines) with different concepts, methods, and data and terms organised into a common effort on a common problem with continuous intercommunication among the participants from the different disciplines. (OECD, 1972, pp. 25-26) The definition clearly assumes a disciplinary basis for interdisciplinarity, but it does not exclude postmodem interdisciplinarity in which the disciplines are not central to modes of inquiry. …

Professing Passion:Emotion in the Scholarship of Professors at Research Universities

Abstract: Interviews with 40 recently tenured university professors indicated that scholarly work is emotional in content; it draws on scholars’ emotional resources. Yet, discourse about scholarship’s personal and emotional meanings is uncommon, given historic separations (reified in university policy) between emotional and cognitive work and between personal and professional endeavors. This study blurs such distinctions by portraying academic work as anchored in a concept of “passionate thought”: as discrete and bounded peak experiences and as contextualization of these peak experiences in broader emotional processes, interactions, and remembrance. The study’s contributions include its representation of scholarly learning as emotional in content and as emotionally contextualized (and thereby as emotionally complex) and its implications for reform of policy discourses to account for the personal content of scholarly work.

Is Developmentally Appropriate Practice for Everyone

Abstract: (1998). Is Developmentally Appropriate Practice for Everyone? Childhood Education: Vol. 74, Continuing Tensions in Education, pp. 283-292.