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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TL;DR: In this article, a trabalho ressalta o potencial de conversao do conhecimento presente na pratica da consultoria interna.
1 citations
TL;DR: In this paper, the authors present the dynamics involved in the work of conceptual elaboration in which the sense produced is not always in accordance with that foreseen in the teacher intentions.
Abstract: There are many theories of learning to support the teacher’s activity when he/she proposes to work on a determined lesson or concept in the classroom. From these theoretical references that circulate in the educational environments and support the teacher’s work, even if it is implicitly, we have gotten worried about the teaching process and the relationships established with and by language in learning of the concepts. In this study, we have tried to explain the movement that occurs through the interrelations involving students, teachers and knowledge. Therefore, we present the dynamics involved in the work of conceptual elaboration in which the sense produced is not always in accordance with that foreseen in the teacher intentions. This lack of convergence, however, does not equivocate the production or make it incorrect, but is part of the dynamics which characterize language and the production of meaning. To demonstrate this process, we base our considerations on Vygotsky and Bakhtin because they have the centrality of sign and language in their theoretical elaborations and they consider dialogy as a principle of human interactions.
1 citations
02 Sep 2015
TL;DR: In this article, the authors present a review of the literature in Portugal, focusing on the following: 1.1.1 O Tema em Estudo 1 1.2 Formulacao do Problema de Pesquisa 2 1.3 Hipoteses 3 1.4 Justificativa 4 1.5 Objectivos 5 1.6 Descricao da estrutura da dissertacao 6 CAPITULO 2: REVISAO DA LITERATURA 7 2.2.1 Revisao da Literatura
Abstract: VI LISTA DE GRAFICOS E ESQUEMAS VII LISTA DE QUADROS, TABELAS E FOTOGRAFIAS VIII LISTA DE SIGLAS E ACRONIMOS IX CAPITULO 1: INTRODUCAO 1 1.1 O Tema em Estudo 1 1.2 Formulacao do Problema de Pesquisa 2 1.3 Hipoteses 3 1.4 Justificativa 3 1.5 Objectivos 5 1.6 Descricao da estrutura da dissertacao 6 CAPITULO 2: REVISAO DA LITERATURA 7 2.1 Revisao da Literatura Teorica 7 2.2 Revisao da Literatura Empirica 9 2.2.1 Origem, conceito, classificacao e panorama do insucesso escolar 9 2.2.1.1 Origem do insucesso escolar 9 2.2.1.2 Conceito do insucesso escolar 9 2.2.1.3 Classificacao do insucesso escolar 10 2.2.1.4 Panorama do insucesso escolar 11 2.2.2 Manifestacoes, consequencias e causas do insucesso escolar 14 2.2.2.1 Manifestacoes do insucesso escolar 14 2.2.2.2 Consequencias do insucesso escolar 14 2.2.2.3 Causas do insucesso escolar 15
1 citations
TL;DR: In this article, the authors analyzed how the discursive interactions occur and their quality in science classes and found that the interactive processes are fraught with cases of indiscipline in which the teacher lost control of the situation due to excessive talking and movement of the students.
Abstract: In this research, we analyzed how the discursive interactions occur and their quality. It was considered both interactions, the teacher-student type as well as student-student one, during the teaching-learning process that took place in science classes. We made observations of eleven science lessons in a fifth grade (sixth year) of the elementary school in a public school Jaboticabal (Sao Paulo, Brazil). The results, which were analyzed based on the Vygotskian referential, indicate that the interactive processes are fraught with cases of indiscipline in which the teacher lost control of the situation due to the excessive talking and movement of the students. In this context, we find a polarity in the interactive relations in the studied case: first, the teacher-student interaction is intended to control the behavior of the students and to impose the teacher’s authority; on the other hand, the student-student interactions function as a way to display resistance to the presence of the teacher. Therefore, the student-student interactions are interpreted by the teacher as disruptive behaviors that need to be controlled and/or extinguished.
1 citations
Journal Article•
TL;DR: Palavras-CHAVE as discussed by the authors tracar uma breve retrospectiva sobre o encontro entre as tecnologias digitais and aprendizagem, a partir de meados do sec. XX ate o presente.
Abstract: RESUMO: Procuramos neste texto tracar uma breve retrospectiva sobre o encontro entre as tecnologias digitais e a aprendizagem, a partir de meados do sec. XX ate o presente, estabelecendo relacao entre as diferentes perspectivas de utilizacao destas tecnologias e as concepcoes sobre ensinar e aprender que lhe estao subjacentes. Abordamse depois, as perspectivas construtivistas sobre a utilizacao das tecnologias digitais nos contextos de aprendizagem e as suas implicacoes no papel do professor, no papel do aluno, na relacao entre estes e o consequente reflexo no cenario pedagogico e nos processos educativos que ai se desenvolvem. E feita ainda uma breve reflexao perspectivando a formacao de professores neste dominio. PALAVRAS-CHAVE: Tecnologias digitais. Formacao de professores. Aprendizagem. Perpectivas construtivistas.
1 citations