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).
Citations
More filters
TL;DR: In this paper, a study was conducted to analyze gymnastics learning interconnecting content and sign in Physical Education classes based on the Critical-Overcoming perspective in the 1st cycle of basic education.
Abstract: The purpose of this study was to analyze gymnastics learning interconnecting content and sign in Physical Education classes based on the “Critical-Overcoming” perspective in the 1 st cycle of basic education. Aligned to the Marxist theoretical approach, the study used the method of ascending from abstract to concrete, from general to unique, in order to analyze 28 classes documented in a field diary. It found that the process of identifying data on reality materialized learning, raising theoretical thinking levels in learners that formed representations about gymnastics, which is a content and a symbol of Physical Education.
2 citations
07 Mar 2011
TL;DR: The motivations of a particular approach of phonemic representation, based on a theoretic conception of mental unity called macrophoneme which suffers straight influence from social experience are described.
Abstract: �This paper is concerned to some specific theoretic issues subjacent to the usage of games into literacy practices, more specifically those not assisted in locus by any literacy agent, in which speech processing figures as a necessary user/game interface tool for pedagogical purposes. It describes the motivations of a particular approach of phonemic representation, based on a theoretic conception of mental unity called macrophoneme which suffers straight influence from social experience. The text is segmented into three parts, respectively: main contextual motivations of the usage of certain games with speech processing tools for literacy purposes; a brief description of the theoretic mental model used to explain what macrophonemes are and how they are represented; some �����������������������������������������������������������
2 citations
TL;DR: In this article, an integrative review that aims to verify works published about the ludic in hospital classes between the second semester of 2015 and 2017 is presented, where sixteen studies were found in the databases Google Scholar, Scielo, and Capes.
Abstract: This is an integrative review that aims to verify works published about the ludic in hospital classes between the second semester of 2015 and 2017. Sixteen studies were found in the databases Google Scholar, Scielo, and Capes. These researches were separated in two categories: the ludic as humanization and as a process of learning in the context of hospital classes. The findings have shown that the ludic can contribute to the processes of learning and humanization in the context of hospital classes, indicating how technological trends contribute for the processes.
2 citations
01 Jan 2007
TL;DR: In this paper, the authors present an experience of psychological intervention in a school setting based on these conceptual assumptions, and reflect about the potentialities of mediation processes in the implementation of an ecological-developmental model in the practice of educational psychology.
Abstract: Failure of psychological interventions based in a medical-psychological paradigm (supported in the idea of the internal causality of children problems, and involving an individualistic and remediative intervention), lead to a need of reconstruction of Educational Psychology, with new modalities of intervention, taking into account that each person is an active and intentional part of the environment in which interacts. In this framework, constructive, systemic and ecological perspectives assumed a relevant role in psychological interventions in educational contexts, allowing the adoption of preventive and proactive approaches, taking into account the interaction of the contexts in the promotion of child development. The emergence of an ecological-developmental model of intervention had as consequence new roles and functions for the educational psychologist, stressing a collaborative attitude and allowing an effective intervention responding to the demands and needs. In this framework, mediation processes in psychological intervention assume a particular relevance, in the promotion of interactions and of an intervention contextually based and ecological-developmental (Siegel & Cole, 2003). In this paper we intend present an experience of psychological intervention in a school setting based on these conceptual assumptions, and reflect about the potentialities of mediation processes in the implementation of an ecological-developmental model in the practice of educational psychology.
2 citations