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 2010
TL;DR: In this paper, a new syllabus of an English course in the Computer Science Graduation was proposed, which is meant to elaborate the course according to the students' evaluation, i.e., the pupils were completely dissatisfied and demotivated.
Abstract: A partir de uma avaliacao sobre o conteudo programatico da disciplina de Ingles Tecnico para o curso de Ciencia da Computacao, observamos que, alem da habilidade de leitura, os alunos ansiavam em desenvolver as outras habilidades: escrita, compreensao e producao oral. Por esta razao, resolvemos adequar o conteudo programatico do curso, atendendo as reais necessidades dos alunos. Tal decisao resultou neste estudo em que apresentamos o redimensionamento do programa da disciplina de Ingles Tecnico. Palavras-chave: Ingles tecnico. Habilidades. Leitura. Ciencia da computacao. ABSTRACT After evaluating the syllabus of an English course in the Computer Science Graduation, we observed that the pupils were completely dissatisfied and demotivated, therefore we decided to propose a new syllabus taking all the students´ wants and needs in consideration. This study aims to show the result of such decision which is meant to elaborate the course according to the students´evaluation. Key words: Technical english. Skills. Reading. Computer science.
2 citations
01 Jan 2011
TL;DR: In this paper, the authors focused on the symbolic mediation undertaken by teachers in an elementary school with children aged 7 to 8 and 10 to 16, and analyzed the content presentation, the cooperative tasks, the representations of the object of study, the knowledge brought by the students and the socialization of knowledge.
Abstract: This study is focused on the symbolic mediation undertaken by teachers in an Elementary School with children aged 7 to 8 and 10 to 16. The reflection of such practices was made in the light of interactionist theoretical assumptions. The content presentation, the cooperative tasks, the representations of the object of study, the knowledge brought by the students and the socialization of knowledge were analyzed in the two classroom groups. It was an ethnographic exploratory research with observations, interviews, field journal, and reports, within a framework of references, on indicators of scientific concept formation based on Vygotsky ́s theoretical referential. From the results obtained, in many situations, the lessons observed had an oral presentation dynamics and the teacher’s content selection derived from a list that comprised parallel classes and textbooks. In other occasions, some projects were developed due to the interest demonstrated by the students and worked collectively, with a concrete exploration of the study themes. The results showed that when the group worked with projects, the results were better formalized according to the way the students were involved with the object of knowledge as to the possibility of cooperative associations and relationships. When the children worked with formal theoretical principles proposed by teachers, the way for the formation of concepts and generalizations, they were more intimidated. The group activities developed in school projects, with daily life issues, and proposals from the needs and interests of students, showed that the students had greater interaction and knowledge construction. The results of the observations and interviews were analyzed by considering Vygotsky's symbolic mediation, in which language, verbal and nonverbal signs and symbols shared in social relationships mediate the knowledge construction process. In Piaget, the focus of the genetic epistemology, as a constructivist operation, enabled the reflection on the subject's interaction with the group and also with the object of knowledge. In this study, Bakhtin ́s presence provided a vision of language that goes beyond the linguistic codes due to the ideology present in statements. These authors and their ideas on learning and development complement this time of reflecting upon the teaching practice in the everyday classroom.
2 citations
01 Jan 1997
TL;DR: In this paper, the authors argue that meaningful learning is a subjacent concept to cognitive conflict, personal interaction, sharing of meanings, personal constructs, mental models, and the constructive integration of thinking, feeling and acting.
Abstract: To some extent, the purpose of this paper is to rescue the original meanings of the meaningful learning concept. It is a very popular concept today. So popular that it might become trivial and useless. Given this, my objective here is to argue that meaningful learning is a subjacent concept whith respect to several contemporary views on learning and teaching, such as cognitive conflict, personal interaction, sharing of meanings, personal constructs, mental models, and the constructive integration of thinking, feeling and acting. However, I will also argue that, from the instructional point of view, the original meanings of meaningful learning, as proposed by Ausubel and elaborated by Novak, are more useful for the teacher. Introduccion En el contexto educativo, hoy casi no se habla ya de estimulo, respuesta, refuerzo positivo, objetivos operativos, instruccion programada y tecnologia educativa. Estos conceptos forman parte del discurso usado en una epoca en la que la influencia comportamentalista en la educacion estaba en auge y se traducia explicitamente en las estrategias de ensenanza y en los materiales educativos. En esta epoca, la ensenanza y el aprendizaje se enfocaban en terminos de estimulos, respuestas y refuerzos, no de significados. Actualmente las palabras al uso son aprendizaje significativo, cambio conceptual y constructivismo. Una buena ensenanza debe ser constructivista, promover el cambio conceptual y facilitar el aprendizaje significativo. Es probable que la practica docente aun tenga mucho del conductismo pero el discurso es cognitivista/constructivista/significativo. Lo que se quiere decir es que puede no haber habido, aun, un verdadero cambio conceptual en este sentido, pero parece que se esta caminando en esa direccion.
2 citations
TL;DR: In this article, a pesquisa bibliografica, utilizando a analise de conteudos como principal metodologia de trabalho, is presented, usou como base os artigos publicados em periodicos registrados com qualis A1, na Base de Dados da Capes, no periodo de 2013 a 2016.
Abstract: Mediante muitas perspectivas educacionais que estamos inseridos, o presente artigo tem como objetivo verificar o uso da musica como ferramenta pedagogica na educacao basica. Para tanto, foi realizada uma pesquisa bibliografica, utilizando a analise de conteudos como principal metodologia de trabalho. Essa analise usou como base os artigos publicados em periodicos registrados com qualis A1, na Base de Dados da Capes nas areas de educacao e ensino, no periodo de 2013 a 2016. Encontramos 42 artigos, publicados em 32 periodicos diferentes envolvendo a musica em todas as areas do conhecimento. A grande maioria das producoes foram de autores nacionais. Assim podemos concluir que a musica, apesar de mostrar um carater promissor na educacao, e embora ja permeie o sistema educacional desde o seculo passado, ainda nao e utilizada de forma efetiva para articular e promover o ensino e a aprendizagem transdisciplinar de modo eficaz, como recurso pedagogico.
2 citations
Cites background from "A formação social da mente"
...Ainda, conforme Vygotsky (2007), o ser humano pode desenvolver um processo de aprendizagem, quando consegue estar envolvido de maneira intelectual no mundo das pessoas que fazem parte do seu cotidiano....
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...Segundo Vygotsky (2007), podemos entender o ser humano, na perspectiva de desenvolvimento, fazendo uma análise das relações que envolvem os meios culturais que o indivíduo transita....
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TL;DR: In this article, the authors discuss the practice of the contents of Computing and Society in a curriculum of Bachelor of Information Systems, concerned with the use of principles of constructivist pedagogy and social interactionism the proposed activities.
Abstract: The training of professionals in computing that have a humanistic vision is an interdisciplinary task that involves content Computing and Social Sciences. This article discusses the practice of the contents of Computing and Society in a curriculum of Bachelor of Information Systems, concerned with the use of principles of constructivist pedagogy and social interactionism the proposed activities. The pedagogical design of the course in that discipline is inserted, lists the inherent discipline content and the way the social constructivism and social interactionism based the methodology adopted. To address such pedagogical aspects students were encouraged to seek a community in need of support for the inclusion of computing one of its activities. This document presents the twelve projects generated in the discipline as well as the perception of the students about the consequences of the activity
2 citations
Cites background from "A formação social da mente"
...o andamento das práticas da disciplina, isto porque, segundo [4], [5], elas apóiam a aprendizagem interativa, colaborativa e baseada no diálogo e fomentam a ZPD do aluno e dos indivíduos da comunidade envolvida, contribuindo para amadurecer conhecimentos ainda não consolidados, ou...
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...Estes elementos, descritos por [4] [5] estão de acordo com o propósito da disciplina de Computação e Sociedade que...
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...Com relação à natureza social, [4] [5] interessou-se por enfatizar o papel da interação social ao longo do desenvolvimento do homem....
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...Este documento pretende abordar a prática dos conteúdos de Computação e Sociedade em um currículo de Bacharelado de Sistemas de Informação, preocupando-se com o uso de princípios da pedagogia sócioconstrutivista/sóciointeracionista de Vygotsky [4], [5] nas atividades propostas....
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...Atividades Desenvolvidas De acordo com Vygotsky [4], [5] a aprendizagem e/ou o desenvolvimento cognitivo dependem do interacionismo, já que para o sucesso desses é necessário o relacionamento com...
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