A formação social da mente
01 Jan 1991-
About: The article was published on 1991-01-01 and is currently open access. It has received 1861 citations till now. The article focuses on the topics: Information and communication technologies for development & E-learning (theory).
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01 Jan 2008
TL;DR: In this article, the theoretical construction of the term Ecoformation to the extent of a French research and education experience for and in the environment is analyzed, by framing Jean-Jacques Rousseau's theory of the three masters and the human trinity individual/specie/society proposed by Morin.
Abstract: The present article analyzes the theoretical construction of the term Ecoformation to the extent of a French research and education experience for and in the environment. By framing Jean-Jacques Rousseau’s theory of the three masters – man, others, and things – and the human trinity individual/specie/society proposed by Morin, the Ecoformation Research group (GREF) offers original inputs for the constitution of a Environmental Pedagogy.
3 citations
01 Dec 2013
TL;DR: O desenvolvimento do bebe e entendido, neste estudo, como biologicamente cultural and constituido by processos de mediacao, inicialmente externa, was investigated.
Abstract: O desenvolvimento do bebe e entendido, neste estudo, como biologicamente cultural e constituido por processos de mediacao, inicialmente externa. Uma situacao de crise foi investigada. O estudo de caso de um bebe mordedor (Vitor, 12 meses) foi oriundo de um projeto que acompanhou bebes em creche. A analise microgenetica foi conduzida em material empirico formado pelo entrelacamento de videogravacoes e entrevistas, tendo como base pressupostos historico-culturais. Verificaram-se processos de mediacao relacionados tanto a periodos particulares como ao drama das relacoes. A mediacao foi dirigida nao so a crianca em estudo, como as educadoras e as demais criancas. Inicialmente, valorizou-se a aproximacao entre estas, promovendo vinculos. Posteriormente, como Vitor revelasse comportamentos agressivos, passou-se a tomar cuidado com ele. Apesar da sua idade, as praticas pautavam-se em concepcoes ligadas a criancas maiores e adolescentes. O comportamento do bebe foi entendido como inato ou como problema de personalidade, o que levou ao seu relativo isolamento. No entanto, por meio de um referencial historico-cultural, buscou-se novo olhar: a mediacao representou um processo dialogico, com construcao conjunta de significacoes/papeis e participacao da crianca. Sinaliza-se, aqui, a necessidade de novas investigacoes, essa discussao sendo particularmente util a Educacao Infantil.
3 citations
TL;DR: In this article, the interaction between the social mother and the child care situation in institutions called home model shelters, considering the importance of appropriate mediation for better child development, is discussed, and the need of a continuous program to form social mothers with emphasis on the mediational behaviors.
Abstract: This article discusses the interactions between the social mother and the child care situation in institutions called home model shelters, considering the importance of appropriate mediation for better child development. Four social mothers responsible for children under six years old participated in the study. Observations of the institutional routine, semi-structured interviews with social mothers and video-recordings of moments of interaction during routine activities such as bathing and feeding were made. Twenty ten minute duration films were done, five to each social mother. All recordings were transcribed and analyzed according to the mediation criteria - focusing, affecting, expanding, rewarding and mediated regulation of behavior - proposed by the mediated learning approach. The mediation criteria most used by mothers was the mediated regulation of behavior, and the least used was expanding. This study discusses the need of a continuous program to form social mothers with emphasis on the mediational behaviors.
3 citations
TL;DR: In this paper, the authors analyze Leontiev's theory of activity and Donald Schon's Theory of the Reflective Professor in order to understand the common points between them and in what way they can be related to the formation of teachers.
Abstract: espanolEl presente ensayo teorico pretende analizar la Teoria de la Actividad de Leontiev y la Teoria del Profesor Reflexivo de Donald Schon con el intuito de comprender los puntos en comun entre ambas y de que forma pueden ser relacionadas a la formacion de profesores. Leontiev, discipulo de Vygotsky, entiende que el desarrollo humano ocurre en el trabajo y en las relaciones sociales establecidas por los hombres en sus ambientes. Para Schon, la formacion de los profesores ocurre en su practica y en la reflexion sobre esa practica pedagogica. Por intermedio de la contraposicion de los temas puestos de los dos autores, llegamos a la conclusion que la Teoria de la Actividad de Leontiev al considerar que el profesor se perfecciona al reflejar sobre su practica pedagogica y, por lo tanto, en el trabajo, actividad principal de su vida. En ese sentido, la formacion es, en realidad, auto formacion, una vez que los profesores reelaboran saberes iniciales en confrontacion con sus experiencias practicas, cotidianamente vivenciadas en los contextos escolares EnglishThe present theoretical essay intends to analyze Leontiev's Theory of Activity and Donald Schon's Theory of the Reflective Professor in order to understand the common points between them and in what way they can be related to the formation of teachers. Leontiev, a disciple of Vygotsky, understands that human development occurs in the work and in social relations established by men in their surroundings. For Schon, the training of teachers occurs in their practice and reflection on this pedagogical practice. By contrasting the assumptions of the two authors, we come to the conclusion that Donald Schon's reflective teacher's proposal is closely related to Leontiev's Theory of Activity by considering that the teacher improves when reflecting on his or her pedagogical practice and, therefore, at work, the main activity of his or her life. In this sense formation is in fact self-training, since teachers re-elaborate initial knowledge in comparison with their practical experiences, which are lived daily in school contexts portuguesO presente ensaio teorico pretende analisar a Teoria da Atividade de Leontiev e a Teoria do Professor Reflexivo de Donald Schon com o intuito de compreender os pontos em comum entre ambas e de que forma podem ser relacionadas a formacao de professores. Leontiev, discipulo de Vygotsky, entende que o desenvolvimento humano ocorre no trabalho e nas relacoes sociais estabelecidas pelos homens em seus ambientes. Para Schon, a formacao dos professores ocorre em sua pratica e na reflexao sobre essa pratica pedagogica. Por meio da contraposicao dos pressupostos dos dois autores, chegamos a conclusao que a proposta de professor reflexivo de Donald Schon esta intimamente relacionada a Teoria da Atividade de Leontiev ao considerar que o professor se aprimora ao refletir sobre sua pratica pedagogica e, portanto, no trabalho, atividade principal de sua vida. Nesse sentido, a formacao e, na verdade, autoformacao, uma vez que os professores reelaboram saberes iniciais em confronto com suas experiencias praticas, cotidianamente vivenciadas nos contextos escolares
3 citations
Cites background from "A formação social da mente"
...According to Vygotsky (1991), the Zones of Proximal Development have three basic assumptions....
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...It should be noted that no one before Vygotsky (1991) ever considered the notion that what children can do with the help of others (people, technological and cultural productions) could be somehow more indicative of their mental development than what they can do on their own....
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...Vygotsky (1991) developed the analysis of what he called the crisis of psychology based on the texts of German, French, English, and American researchers....
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...One of the most important contributions of Vygotsky (1991) to understand children's learning and development was the concept of the Zone of Proximal Development (ZPD)....
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...Nature control and behavior control are mutually linked: man-made changes in nature alter the very nature of man (Vygotsky, 1991)....
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