A didática e a aprendizagem do pensar e do aprender: a teoria histórico-cultural da atividade e a contribuição de Vasili Davydov
TL;DR: In this paper, a breve historico da Teoria Historico-Cultural da Atividade and conceitos basicos a partir de Vygotsky e alguns de seus seguidores is presented.
Abstract: Apresenta algumas contribuicoes teoricas da pesquisa sobre a psicologia historico-cultural e a Teoria Historico-cultural da Atividade para o pensamento didatico. Inicialmente, sao sugeridos caminhos para linhas de investigacao em didatica em relacao aos processos de formacao de conceitos e desenvolvimento do pensamento. Em seguida, e apresentado um breve historico da Teoria Historico-cultural da Atividade e de conceitos basicos a partir de Vygotsky e alguns de seus seguidores. Finalmente, sao apresentadas ideias de Vasili Davydov sobre as relacoes entre ensino e desenvolvimento mental e as bases do ensino desenvolvimental voltado para a formacao do pensamento teorico.
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01 Jan 2012
TL;DR: JESUS et al. as discussed by the authors conducted a cross-sectional, descriptive, and quantitative study in which all nurses of the Emergency Unit of the Hospital das Clínicas of the University of São Paulo at Ribeirão Preto Medical School were invited to participate, obtaining a sample of 126 participants who were given an envelope containing a free consent form, the General Questionnaire, and the Spiritual Religious Coping Scale (SRCOPE Scale), which were completely filled out by the participants out of the workplace and then returned to the researcher.
Abstract: JESUS, L.C. Religious and spiritual coping among nursing professionals who work in emergency units. 2011. 83p. Dissertation (MA) – Ribeirão Preto College of Nursing, University of São Paulo, Ribeirão Preto, 2011. Researches published in the area of spiritual/religious coping (SRC) still not addressed this issue related to nursing professionals who are submitted to different stress factors arising not only from their work practice, but also from their everyday life outside the workplace. This study aimed to verify if nursing staff (assistants, technicians and nurses) uses the spiritual/religious coping to deal with the stress factors experienced both at work and in private life. It is a cross-sectional, descriptive, and quantitative study in which all nurses of the Emergency Unit of the Hospital das Clínicas of the University of São Paulo at Ribeirão Preto Medical School were invited to participate, obtaining a sample of 126 participants who were given an envelope containing a free consent form, the General Questionnaire, and the Spiritual Religious Coping Scale (SRCOPE Scale), which were completely filled out by the participants out of the workplace and then returned to the researcher. The results showed that the SRC average was 3.66, the positive SRC average was 3.11, the negative SRC average was 1.78, and that women make more use of positive spiritual/religious coping than men. Regarding the situation of stress mentioned by the participants, it was found that the majority reported having experienced a stressful situation in the family setting (61.1%); 25.4% reported having experienced a stressful situation in the workplace; 2.4% reported having experienced stressful situations in both environments; and 10.3% reported not having experienced any stressful situation during the period of the study. Only 0.8% of the participants did not answer the questions. The results obtained through the index of the SRC Scale were expected in view of the religiosity of the Brazilian people, especially the religiosity of Brazilian women, however, it was not seen the impact of the use of spiritual/religious coping for the health of this professional category, which warrants further studies, particularly with respect to the impact of the use of negative dimension of the SRC, which, although it was rarely used by the participants in this study, it is an important information that can affect the health of those who make its use, leaving it to future researchers in this area also investigate possible ways to work to achieve the promotion of the spiritual dimension of nursing professionals.
75 citations
01 Jan 2007
TL;DR: In this paper, a presente estudo teve como objetivo investigar o que os protagonistos do 3o ano do ensino medio sabem sobre os conceitos e fenomenos genomicos and o que pensam sobre the organismos transgenicos.
Abstract: O presente estudo teve como objetivo investigar o que os
alunos do 3o ano do ensino medio sabem sobre os conceitos e fenomenos
biologicos e o que pensam sobre os organismos transgenicos. Os dados
para a analise foram obtidos por meio de entrevistas realizadas com
estudantes de escolas estaduais e particulares da regiao Noroeste do Estado
do Parana, Brasil. A analise qualitativa dos dados permitiu identificar muitas
ideias alternativas e definicoes, muitas vezes, equivocadas em relacao aos
seres vivos, celulas, composicao quimica e funcao do material genetico. Os
posicionamentos sobre transgenicos revelaram tratar-se de concepcoes
intuitivas, grandemente influenciadas pela midia, porem, na maioria das
vezes, desprovidas do saber cientifico vivenciado no ambiente escolar.
Refletimos que o modo como o ensino e organizado e desenvolvido,
frequentemente, pouco contribui para que o aluno desenvolva uma
compreensao que se difere daquela adquirida em situacoes nao escolares.
60 citations
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TL;DR: In this paper, the authors present an approach situated in the perspective of the cultural-historical theory: the theory of developmental teaching, which also emphasizes teaching through problems, advancing in the following aspects: methodological and theoretical explanation of the learning activity in a historical-cultural perspective; explaining the formation of concepts as a process of qualitative change in students' thinking and in their ability to establish new relations with knowledge associated with transforming actions.
Abstract: In Brazil, teaching through problems has been characterized as an innovative proposal, usually appearing in two approaches: problem-based learning and methodology of questioning. Such approaches are presented as methods that go beyond traditional teaching, with the clear intention of promoting active student learning. Both do contribute to make students more active in learning, but also have some shortcomings. In this article, I discuss these shortcomings and present an approach situated in the perspective of the cultural-historical theory: the theory of developmental teaching. This theory also emphasizes teaching through problems, advancing in the following aspects: methodological and theoretical explanation of the learning activity in a historical-cultural perspective; explaining the formation of concepts as a process of qualitative change in students' thinking and in their ability to establish new relations with knowledge associated with transforming actions. I argue that this cultural-historical approach is more promising, since it enhances the development of students' scientific-theoretical thinking as a factor in the development of their intellectual abilities, of their thinking activity. In addition, I propose a system of learning actions which help students to form a method of thinking based on understanding the object of knowledge in its genesis and transformation movement. In conclusion, I emphasize that this cultural-historical approach can enhance the effects of education on student development and increase the quality of learning and that it is useful in various levels of education.
32 citations
Cites background from "A didática e a aprendizagem do pens..."
...LIBÂNEO, José Carlos....
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...Os trabalhos de José Carlos Libâneo (2004) e de Libâneo e Raquel A. M. Freitas (2007) trouxeram elementos para a compreensão do desenvolvimento histórico dessa corrente teórica e de suas contribuições para a didática....
[...]
...LIBÂNEO, José Carlos; FREITAS, Raquel Aparecida M. Madeira....
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01 Jan 2013
TL;DR: In this paper, a study of children from six years in formal educational activities and jokes in the first year of elementary school to a municipal school in São Paulo, Brazil is presented.
Abstract: The present research, developed by the graduate program in education from Faculdade de Ciências e Tecnologia – UNESP, Campus de Presidente Prudente, binds to the line of research on formative processes and Practices in education. The investigation has established as its main objective to monitor and interpret the manifestations of children from six years in formal educational activities and jokes in the first year of elementary school to a municipal school Presidente Prudente, São Paulo. Interest in investigating such theme came the doubts present in school practice regarding the organization of teaching for children in this age group and, also, that the configuration drift and dichotomies arising from the admission of children in the first year, are generating several paradoxes conducive to reflection on the way of conceiving the childhood education. The theoretical framework that has guided the work was based mainly on historical-cultural approach authors and others who base their investigations on the same epistemological array. Research of qualitative nature adopted as descriptive approach-interpretative method of the manifestations of children from six years in formal learning activities and jokes. To this end, we used the methodological procedures of bibliographical analysis, document analysis and participant observation. The results showed that under bibliographic and documentary, there are discrepancies between the public policy discourse and pedagogical practices to be materialized in school every day. Imbued with this information, field research indicated that the play in a context which prevails the formal education can collaborate to arising in children a step peculiar qualitatively in their development: the need cognitive. On the other hand, the results showed that the importance and recognition of formal educational activities for children surveyed are specific ways to meet new properties of human reality, since they are as psychological argument to bring them the eagerness to assimilate knowledge of empirical and theoretical nature. The manifestations of children presented in exercises of different jokes, develops a need to meet increasingly the reality experienced by them. The attitudes and positions of children of older age showed that they encourage for to meet their needs through the cognitive communication with adults and systematic observations of the surrounding world. Was noticeable in the episodes that the development of formal education activities not extinguishes the joke in a linear process, but the previous activity remains an important resource for the grounds for the next activity of psychic development. In this direction, we highlight that for the Organization of educational contexts and pedagogical practices that value the cognitive needs of the children it is necessary to know them deeply, understand how they interact, learn and internalize the elements of a particular culture. . Key-words: Play; Development; Childhood; Learning.
20 citations
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01 Apr 2007TL;DR: In this paper, a metacognicao seja entendida as uma tecnologia educacional simbolica, e o conceito de metacogonicao as a metaphor for the processo de aprendizagem.
Abstract: As Diretrizes Curriculares Nacionais do Curso de Graduacao em Medicina enumeram, entre os objetivos do curriculo de graduacao, aprender a aprender e ter competencia e habilidade para avaliar, sistematizar e decidir as condutas mais adequadas com base em evidencias cientificas, bem como habilidades de escrita e leitura. Sob o vies particular do auxilio ao ensino e a aprendizagem, propomos que a metacognicao seja entendida como uma tecnologia educacional simbolica. Para isto, fizemos uso da Fenomenologia de Schultz, em suas reflexoes sobre o uso de simbolos, como o arcabouco logico a unir os campos da tecnologia educacional e a metacognicao. Este texto se organiza em quatro topicos principais: o primeiro introduz o conceito de tecnologia educacional simbolica; o segundo, o conceito de metacognicao; o terceiro procura unir os dois primeiros ao discutir o conceito e o papel dos simbolos na perspectiva fenomenologica; o quarto, mais operacional, exemplifica como a metacognicao faz uso de simbolos e cifras para gerenciar o processo de aprendizagem, enquadrando-se, assim, no conceito de Tecnologia Educacional Simbolica.
19 citations
References
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TL;DR: In this article, the authors analyzed the place of emotions in the psychic social constitution, highlighting the Vigotsky's contribution, focusing on two main ideas which caused an impact in the psychology reconstructions by Vygotsky: the psychic functions in the activity and the signals mediation in the constitution of the functions.
Abstract: The article analyses the place of emotions in the psychic social constitution, highlighting, overall, the Vigotsky's contribution. The text focus on two of the main ideas which caused an impact in the psychology reconstructions by Vygotsky: the psychic functions in the activity and the signals mediation in the constitution of the functions. The concept of "social situation development" reveals Vygotsky's preocupation to integrate the richness of the internal processes, constituted in the former subject history, with the influences that give the characteristic to each of the social moments of the development. We also focus on the importance that the "experience" and the "necessity" category has in Vygotsky's thought. At last, it's analized the "personality" issue as a theoretical construction that recognizes ontologically the individual subjectivity, understood as a process of a subject that exists socially.
45 citations