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A formação social da mente

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 2014
TL;DR: In this article, the authors focus on the 80 years from LS Vygotsky's death and seek to present that, despite the time, his work is still current and grounds research in numerous fields of knowledge.
Abstract: This article is dedicated to the 80 years from LS Vygotsky’s death and seeks to present that, despite the time, his work is still current and grounds research in numerous fields of knowledge. In addition, the text discusses the trajectories of some of the author’s works, their translations in the West and the incurred misrepresentations. Based on some recent publications in Russia, we analyze Russian and foreign editions periodicities, seeking to ponder over the need of conducting an archaeological analysis of his work in order to translate it without possible interference by editors, censors, publishers and even translations.

3 citations

01 Jan 2016
TL;DR: In this article, a case study of a novice teacher was conducted, where the mediating sessions between teacher educator and novice teacher impacted the teacher in different ways, such as the way the novice teacher perceived herself differently, felt more confident about her teaching, and in what ways.
Abstract: Tracing teacher development: a case study of a novice teacher Paola Gabriella Biehl Advisor: Adriana Kuerten Dellagnelo In the field of English as a ForeignLanguage (EFL) teacher education, special attention must be given to novice teachers, (i.e. the ones working as a teacher for at most three years[Huberman,1993]), so that they can bridge the theory learned at preservice, courses, workshops or academia to the reality of their practice more comfortably and less lengthily. Following one on the main tenets of Vygotsky's (1987) Sociocultural theory (SCT), this study aimed to trace a novice teacher's developmental path, as she was mediated by a more experienced other (in this study, the researcher herself). The guiding question that permeated this study was to what extent the mediating sessions between teacher educator and novice teacher impacted the teacher. In order to answer this research question, the following specific questions were asked: i) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's practice; ii) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's discourse; and iii) if the novice teacher perceived herself differently, felt more confident about her teaching, and in what ways. Qualitative research methods were used to analyze data, which were collected through filmed class observation, filmed feedback sessions (called mediating sessions), and questionnaires. Analysis showed that the mediating sessions did impact the teacher,presenting evidence inboth teacher's discourse and practice, as well as in her self-analysis. These findings support the importance of a teacher educator's intentional and goal-oriented mediation for teachers, especially beginner teachers. The results of this study, while confirming the imperative role of reflective teaching (Richards, 1995) and teacher reasoning (Johnson, 1999), corroborate Vygotsky’s (1987) proposition concerning the twisting path of concept development (Smagorinsky, Cook & Johnson, 2003). Key-words: Teacher education; concept development; mediation; reflective teaching; teacher reasoning. Number of pages: 219 Number of words: 37.550 RESUMO TRAÇANDO O DESENVOLVIMENTO DO PROFESSOR: um estudo de caso de um professor iniciante Paola Gabriella Biehl Orientadora: Profa. Dra. Adriana Kuerten Dellagnelo No campo de formação de professores de Inglês como Língua Estrangeira (EFL), uma atenção especial deve ser dada aos professores iniciantes, (ou seja, aqueles que trabalham como professor durante, no máximo, três anos [Huberman, 1993]), para que possam relacionar a teoria aprendida em treinamentos, cursos, workshops ou academicamente com a realidade da sua prática de forma mais confortável e menos longa. Seguindo um dos principais princípios da teoria sociocultural (SCT) de Vygotsky (1987), este estudo teve como objetivo traçar o caminho de desenvolvimento de uma professora iniciante, como ela foi mediada por um colega mais experiente (neste estudo, o próprio pesquisador). A questão norteadora que permeou este estudo foi até que ponto as sessões de mediação entre a formadora de professores e a professora iniciante impactaram na professora. A fim de responder a esta questão de pesquisa, foram feitas os seguintes questões específicas: i) Como as interações entre a formadora de professores e a professora iniciante reverberaram na prática da professora; ii) Como as interações entre a formadora de professores e professor principiante reverberaram no discurso da professora; e iii) se a professora iniciante percebeu-se de forma diferente, se sentiu-se mais confiante com seu ensino, e de que forma. Métodos qualitativos de pesquisa foram utilizados para analisar os dados, que foram coletados por meio de observação de aulas filmadas, sessões de feedback filmadas (chamadas de sessões de mediação), e questionários. A análise mostrou que as sessões de mediação realmente impactaram na professora, apresentando evidências tanto no discurso quanto na prática da professora, bem como na sua auto-análise. Estes resultados reiteram a importância da mediação intencional e com foco nos objetivos dos formadores de professores para o desenvolvimento dos professores, especialmente professores iniciantes. Os resultados deste estudo, confirmando o papel fundamental do ensino reflexivo (Richards, 1995) e do raciocínio do professor (Johnson, 1999), corroboram com a proposta de Vygotsky (1987) relativa à trajetória sinuosa (twisting path) de desenvolvimento do conceito (Smagorinsky, Cook & Johnson, 2003). Palavras-chave: Formação de professores; desenvolvimento de conceito; mediação; cognição do professor. Número de páginas: 219 Número de palavras: 37.055

3 citations


Cites background from "A formação social da mente"

  • ...According to Vygotsky (1998), “the transformation of an interpersonal process into an intrapersonal one is the result of a long series of developmental events” (p. 75)....

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Proceedings ArticleDOI
01 Mar 2017
TL;DR: This paper makes a proposal of structuring the Requirements Engineering discipline by concomitantly applying PBL, to provide a practical and real view of the discipline, and the students' evaluation of their own learning styles, in order to help them in self-knowledge and in the development of new ways of improving their learning.
Abstract: Requirements engineering is a complex and abstract process and therefore difficult to teach and learn. In general, students do not have a practical experience of real problems in the discipline; often it is hard for them to achieve a complete understanding of the role of requirements and of their impact, and also they misunderstand diverse concepts of the Requirements Engineering discipline. Over the years, several researchers have studied and proposed alternatives for a more effective teaching of this discipline; most of the works reinforces the need to expose students to more realistic and challenging environments, in order to provide a better practical insight into requirements engineering. In the other side, in several disciplines, many researches propose the use of problem-based learning (PBL) as a way to provide a practical learning of the content taught. In PBL, due to the emphasis on active’s acquisition of information and on student skills, there is a reliance on the student's ability to identify their own needs and their best way of learning. This paper makes a proposal of structuring the Requirements Engineering discipline by concomitantly applying PBL, to provide a practical and real view of the discipline, and the students' evaluation of their own learning styles, in order to help them in self-knowledge and in the development of new ways of improving their learning.

3 citations