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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Dissertation•
01 Jan 2006
TL;DR: This paper investigated mother-child verbal interactions to obtain information as to how a child learns to create narrative and found that the style of maternal narrative and the topics chosen were not the factors that, if isolated, would favor development of the child's ability to narrate.
Abstract: Vygotsky s sociointeractionism is the theoretical framework of this study. The following research investigated mother-child verbal interactions to obtain information as to how a child learns to create narrative. Participants of this study were six children four and five years old and their mothers. Narratives of personal experiences were recorded at their homes in three different contexts: with their mothers; with the researcher in their home; and in an informal setting with other people. In each context analysis was made of the mother’s participation and the way the child narrated during these interactions. The results showed that the style of maternal narrative and the topics chosen were not the factors that, if isolated, would favor development of the child’s ability to narrate. Narrative skill depends on the verbal maternal support being adequate to the level of development of the child, not only age but also the stage of the development of narrative skill following a bidirectional model. In general, results give evidence that talking to the child about past events is an activity favoring narrative development. This gives an opportunity for the adult to collaborate with the child to overcome personal limitations.
1 citations
01 Jan 2012
TL;DR: In this paper, the authors present a theoretical reflexion where are developed some conceptual correlations of classical authors such as Hegel, Marx, Vygotsky, Leontiev and more contemporary authors that pass through the social sciences and psychology like Codo, Antunes, Aquino.
Abstract: Having as main goal to establish articulations with the emergent models of the relations between subject and work, in a special way in the Brazilian context, the present article composes a theoretical reflexion where are developed some conceptual correlations of classical authors such as Hegel, Marx, Vygotsky, Leontiev and more contemporary authors that pass through the social sciences and psychology like Codo, Antunes, Aquino. Supporting a more pragmatic analysis of this bond between subject, activity and work in contemporary times, taking the public policies that promote entrepreneurship as reference, through the recent Brazilian laws of support to the individual entrepreneur, and the Social Work Psychology’s contributions to consolidate the paradoxes and the possibilities of transformation in the labor territory.
1 citations
19 Jun 2014
Abstract: The use of games as a teaching resource has been an important facilitator in the teaching / learning process. Besides assisting the development of cognitive skills it also promotes the physical, emotional and social improvement on the students. Based on this methodology, which combines entertainment resources to educational methods, we present Bogicca, a game of rules which aim is to expand the knowledge of participants about soil formation. The game is intended to complement the teaching of geosciences in terms of soil formation, in addition to presenting important topics in environmental education. Furthermore, 1 Universidade de São Paulo – Instituto de Geociências, Brasil; fernanda.reverte@usp.br 2 Universidade de São Paulo – Instituto de Geociências; Brasil; mgmgarcia@usp.br 3 Universidade de São Paulo – Instituto de Geociências; Brasil; jbsigolo@usp.br 13 134 Bogicca encourages a dynamic and educational way to promote nature’s preservation through the development of environmental responsibility of the players. In this article, we will de‐ scribe the application of this resource, as well as the achieved results, to students with age between seven and nine years of the ONG ACORDE, in Embu das Artes – SP.
1 citations
Cites background from "A formação social da mente"
...Segundo VYGOTSKY (2003), o lúdico influencia enormemente o desenvolvimento da criança....
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DOI•
01 Jan 2010TL;DR: In this article, a Sistema de Analise de Interacoes Contingentes aplicado a uma sessao de chat pedagogico com suporte na plataforma virtual SOLAR is presented.
Abstract: Este artigo apresenta um Sistema de Analise de Interacoes Contingentes aplicado a uma sessao de chat pedagogico com suporte na plataforma virtual SOLAR. O contexto da pesquisa e uma disciplina de Portugues, ministrada na modalidade semi-presencial, dentro do Programa Universidade Aberta do Brasil. O estudo contou com a participacao de 12 alunos matriculados na disciplina e seu tutor. Os 288 turnos do chat foram analisadas a luz das categorias que identificam a presenca de interacoes com vistas ao aprendizado. Os resultados demonstram a coerencia interna do sistema e sua aplicabilidade a contextos de debates pedagogicos sincronos.
1 citations
DOI•
30 Dec 2019TL;DR: Palavras-chave et al. as mentioned in this paper used Scratch to train a group of mathematics teachers to create computer programs using Scratch language for mathematical contents at the public school system of Brazil.
Abstract: Este artigo tem como objetivo compreender as possibilidades da atividade de Programacao computacional utilizada no curso de formacaocontinuada de um grupo de professores, como meio de potencializar a (re)construcao de conhecimentos necessarios para docencia comtecnologia na perspectiva do TPACK. A pesquisa, de carater qualitativo, envolveu a participacao de um grupo de 10 professores de matematicaque atuam no ensino da rede publica. Para a coleta de dados utilizaram-se: questionario perfil, registros escritos e gravados em audio e protocolos de atividades feitas pelos participantes, durante os 10 encontros de 3 horas cada, perfazendo um total de 30 horas. As acoes formativas eram desenvolvidas no laboratorio de informatica da Diretoria de Ensino Norte-2 da cidade de Sao Paulo e tinham como foco principal propiciar ao grupo de professores aprender a criar programas computacionais com o uso da linguagem Scratch envolvendo conteudos matematicos. Durante o curso, os professores, por meio do aprender-fazendo e refletindo sobre o fazer, construiram um software educacional sobre generalizacao de padroes de sequencias numericas para ser utilizado com seus alunos. Nesse processo de criacao, identificaram-se situacoes que favoreceram a integracao dos conhecimentos tecnologico (programacao), pedagogico (conhecimento sobre o aluno e estrategias de ensino) e do conteudo (matematico), ou seja, do TPACK, no sentido da (re)construcao da base do conhecimento profissional docente da era digital.Palavras-chave: Scratch. Construcionismo. TPACK. Reconstrucao do Conhecimento. Professor de Matematica.AbstractThis article aims to understand the possibilities of the Computational Programming activity used in the continued education course of a group of teachers as a means to boost the (re)building of the required knowledge concepts for teachers with technology in the TPACK perspective. This qualitative research involved the participation of a group of 10 mathematics teachers who teach at the public school system. For data collection, the following was used: profiling questionnaire, written and audio-recorded logs and the protocols of the activities performed by the participants throughout the 10 three-hour meetings, with a total of 30 hours. The developing actions were performed at a computer lab at the North-2 Educational Division of Sao Paulo city and had as their main focus to provide the group of teachers with learning experience on how to create computer programs using Scratch language for mathematical contents. Throughout the course, the teachers, using hands-on-learning and reflecting about their practice, built an educational software about the generalization of patterns of numerical sequences to use with their students. During this creative process, we have identified situations which showed the integration of technological knowledge (programming), pedagogical knowledge (about the student and learning strategies), and content knowledge (mathematical), that is, using the TPACK to (re) build the teacher’s professional knowledge basis in the digital era.Keywords: Scratch, constructionism, TPACK, rebuilding knowledge, Mathematics teacher.
1 citations
Cites background from "A formação social da mente"
...Ressaltamos que, no contexto do curso, o papel da mediação da formadora/pesquisadora foi fundalmental, uma vez que ela procurou intervir no grupo de professores com base nos princípios de Vygotsky (1991)....
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