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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08 Aug 2018
TL;DR: In this article, the authors present and discuss the results of an interpretive qualitative study of the teaching-learning procedures used in a discipline exclusively focused on reading and production of academic texts under the Programa de Formacao Interdisciplinar Superior (Profis) of State University of Campinas (Unicamp), from 2013 to 2016.
Abstract: This study aims to present and discuss the results of an interpretive qualitative study of the teaching-learning procedures used in a discipline exclusively focused on reading and production of academic texts under the Programa de Formacao Interdisciplinar Superior (Profis) of State University of Campinas (Unicamp), from 2013 to 2016 As its theoretical basis, this study uses Vygotsky’s sociocultural perspective (2000, 2003) and, particularly, his concept of Zone of Proximal Development (ZPD), together with the concepts of Mastery Learning (BLOOM, 1971), recursive feedback (COPE; KALANTZIS, 2016) and Scaffolding (BRUNER; ROSS; WOOD, 1976) The results show that if text production is submitted to a formative evaluation process of prospective and constructive character, with continuous feedback to students, there may be new ways to build knowledge which, developed with the help of more experienced people or through their own peers, can transform their potential development level, the one related to the abilities and achievements to be obtained by the students, into an actual development level, which concerns the achievements they have already accomplished
2 citations
06 Mar 2020
TL;DR: In this paper, the authors present the use of the Khan Academy teaching platform as a pedagogical support tool for mathematics classes, but specifically for the teaching of the content of fractions, in order for the student to be able to improve his studies in an autonomous and effective way.
Abstract: This article intends to report an investigation and analysis of the use of educational platforms within a school with pedagogical activities / situations mediated by the Digital Technologies of Communication and Information used by the main educational agents - the teachers. We intend to present the use of the Khan Academy teaching platform as a pedagogical support tool for mathematics classes, but specifically for the teaching of the content of Fractions, in order for the student to be able to improve his studies in an autonomous and effective way. For that, a descriptive case study of a qualitative nature was carried out with students of the sixth year of a public school. The data collection was through the observations and also the records of the students and finally the application of a test. The results indicate that the Khan Academy has enhanced mathematics classes. Finally, we believe in the relevance of the substantial contribution that this research can trigger in the area of gamification applied to school education.
2 citations
Cites background from "A formação social da mente"
...…entre o nível de desenvolvimento real, que se costuma determinar através da solução independente de problemas, e o nível de desenvolvimento potencial, determinado através da solução de problemas sob a orientação de um adulto ou em colaboração com companheiros mais capazes (Vygotsky, 1998, p. 112)....
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...Vygotsky (1998) argumentou que a Zona de Desenvolvimento Proximal é uma característica essencial para a aprendizagem, assim como o desenvolvimento das 5 Revista Eletrônica de Educação Matemática - REVEMAT, Florianópolis, v. 15, n. 1, p. 01-19, 2020....
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...Para entender mais sobre isso, Vygotsky (1998) apresenta o conceito da Zona de Desenvolvimento Proximal e a diferença entre os níveis desenvolvimento real e o potencial, [...] ela é a distância entre o nível de desenvolvimento real, que se costuma determinar através da solução independente de…...
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TL;DR: This work has the goal to approach the theory which orientates, with specific guidelines and practical work, caregivers aiming a better child neurodevelopment.
Abstract: Caregiver orientation is very important to promote neurodevelopment on babies. Considering that relations are the key for this development of superior mental functions, we believe that all caregivers, teachers and parents should be present and paying attention to the children, providing opportunity for an ideal neurodevelopmentand humanization. It is important to orientate caregivers so that they can provide qualitative conditions, which integrate affection, conscience and action to promote development to occur according to the potential of the child. We believe that the individual constitutes himself by means of social contact. This work has the goal toapproach the theory which orientates, with specific guidelines and practical work, caregivers aiming a better child neurodevelopment. Bonds are necessary for a better and trustful relation. When you are present in a relation nervous connections are promoted and these lead to a more effective motor, cognitive and affectivedevelopment of the superior mental functions such as memory, attention, language, psychomotricity and executive functions. It uses didactically the following principles of the Social Historical theory of Luria and Vygotsky: mediation, functional units and zone of proximal development. Interactions between the brain and the formation of mental functions require the maturity of the nervous system as well as an active process that emphasizes relations of two or more human beings.
Keywords: neurodevelopment, childhood, relation
2 citations
Cites background from "A formação social da mente"
...Vygotsky (1994) states that man constitutes himself within social relations....
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...3264 Page 77 Vygotsky (1994) affirms that such instruments, actions and social relations are presented to the child, in first hand, in an interpsychological and social level and, only afterwards, it will occur in an intrapsychological, internal and subjective level through the process of…...
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30 Jan 2018
TL;DR: In this article, a pesquisa de campo, qualitativa, exploratoria e descritiva was conducted at the Escola Luiz Gonzaga Duarte, uma escola do municipio de Araripina, interior do estado de Pernambuco.
Abstract: O objetivo deste estudo foi conhecer sobre a afetividade como fator que contribui na construcao do processo de ensino e aprendizagem na Escola Luiz Gonzaga Duarte, uma escola do municipio de Araripina, interior do estado de Pernambuco. Trata-se de uma pesquisa de campo, qualitativa, exploratoria e descritiva. Participaram 16 professores, 286 alunos e 123 pais de alunos. Os resultados levaram a crer que a afetividade se faz presente nas relacoes entre professor, aluno e seus pais e, que a motivacao esta vinculada a valorizacao do aluno, que por sua vez e reconhecida por todos os atores do processo de ensino e aprendizagem.
2 citations
TL;DR: In this article, an evaluation methodology for adapted physical education for the disabled based on adaptive behavior has been proposed, with an interest in identifying the areas in which students have greater difficulty, and also in working towards helping these students overcome such difficulties.
Abstract: When observing the lack and the importance of evaluation in adapted physical education, we have developed this study, which aims at proposing an evaluation methodology for the area, based on adaptive behavior. We have thus created an evaluation sheet and, through observation, we have verified that the researched students have greater difficulty with regards to the academic functions, and greater ease in the area identified as personal care. We also present a few suggested activities aimed at building an evaluation procedure
for adaptive behavior based on the studied areas, with an interest in identifying the areas in which students have greater difficulty, and also with an interest in working towards
helping these students overcome such difficulties.
KEY-WORDS: physical education – physical education for the disabled – evaluation - mental deficiency.
2 citations