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A formação social da mente

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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Journal ArticleDOI
TL;DR: In this paper, the authors compared the social representations of adolescents in different school contexts (public and private) about the construction of their project of life, and found that the students of the public schools centered their representations in the necessity of social inclusion and improvement of life and pupils of private school objectified their representations on the difficulty related to the choice of the profession.
Abstract: The objective of this research was to compare the social representations of adolescents in different school contexts (public and private) about the construction of their project of life. It involved 40 adolescents, male and female, aged 16 to 19 years. A semi-structured questionnaire for socio-demographic characterization and a semi-structured interview were used as instruments. The data were submitted to content analysis, with the support of the programme ALCESTE, automatic system of textual data analysis. The data obtained showed consensual representations about the project of life, as desires, marks, previsions and strategies. Nevertheless, the students of the public schools centered their representations in the necessity of social inclusion and improvement of life, while the pupils of private school objectified their representations on the difficulty related to the choice of the profession. It follows that there is the necessity of public politicies that allow similar conditions for the construction of projects of life in these different school contexts.

16 citations

Book ChapterDOI
01 Jan 2003
TL;DR: A collaborative and adaptive distance learning environment called TeleCADI is developed that helps a teacher-student solve his/her difficulties during classes by offering adaptive assistance.
Abstract: This paper describes an adaptive and collaborative environment for helping problem solving. The main user of the environment is a teacher, here called teacher-student, who accesses the environment aiming at solving difficulties he/ she encounters in the classroom. In order to improve the usability of the system during the problem-solving process, the environment provides the teacherstudent with adaptive assistance by identifying what information should be 701 E. Chocolate Avenue, Hershey PA 17033, USA Tel: 717/533-8845; Fax 717/533-8661; URL-http://www.idea-group.com INFORMATION SCIENCE PUBLISHING This chapter appears in the book, Usability Evaluation of Online Learning Programs, edited by Claude Ghaoui. Copyright © 2003, Idea Grou Publishing. Copying or distributing i print or electronic forms without written permission of Idea Group Inc. is prohibited. 70 Furtado, Vasco Furtado, Lincoln Mattos & Vanderdonckt Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. provided and how it should be shown on the screen according to characteristics of the teacher-student, domain and context of use. Moreover, the teacherstudent has a collaborative support that allows him/her to interact with other teacher-students. INTRODUCTION The usability of an interactive system refers to how easy it is to use and learn the system. In online learning system contexts, the pedagogic usability is also related to how easy and effective it is for a student to learn something using the system. An attempt to ensure usability is to take into account characteristics of the user (such as preferences, language, culture and system experience) and of the context of use (such as easy accessibility and good luminosity of the environment) during the development of a system. This allows the adaptation of the interfaces to the user’s needs, varying, for instance, the kind of assistance that is to be offered to the user and the way it is to be shown in order to cope with individual differences. Adaptability improves handling and learning of the interface (Benyon, Crerar, & Wilkinson, 2001). Another way to ensure pedagogic usability is to make it possible for the user to reflect about his/her difficulties on his/her own and with others. Several educational theories claim that learning depends on the individual’s knowledge being built by social interactions (Bourne, McMaster, Rieger, & Campbel, 1997; Vygotsky, 1984). We have identified some problems to a successful deployment of online learning: • Lack of learning quality—Many online learning systems don’t bring users to reflect about their problems since they simply present predefined solutions. • Lack of adaptive tools and guidelines—Learning tools are very useful, but most are not adaptive (Schon, 1987) or else the user model is predefined (Gomes & Viccari, 1999). In addition, user interfaces (UIs) of such tools are generally specified without taking into account guidelines (Eleuterio & Eberspacher, 1999). • Lack of training in new technologies—Any teacher (our teacher-student), as part of his/her professional development, needs continuous training. Teachers’ training is often carried out by using old technologies that cannot deal with adaptive and collaborative processes. It is necessary to fulfill these needs by adopting an integrated pedagogical-technological content (Perrenoud, 2001). All of these issues have a critical impact on the usability of online learning. Thus, we developed a collaborative and adaptive distance learning environment called TeleCADI that helps a teacher-student solve his/her difficulties during classes by offering adaptive assistance. Tele-CADI aims: • To increase the quality of learning—Tele-CADI is supposed to do this by adopting a collaborative problem-based solving strategy. The basis of this strategy is the use of case-based reasoning methods (Aamodt & Plaza, 1994). 17 more pages are available in the full version of this document, which may be purchased using the "Add to Cart" button on the product's webpage: www.igi-global.com/chapter/improving-usability-onlinelearning-system/30604?camid=4v1 This title is available in InfoSci-Books, InfoSci-Educational Technologies, Library Science, Information Studies, and Education, InfoSci-Educational Science and Technology. Recommend this product to your librarian: www.igi-global.com/e-resources/libraryrecommendation/?id=1

16 citations

Journal ArticleDOI
TL;DR: The authors argue that interacoes mae-bebebe constituem a matriz da atividade mediada e a genese dos processos psicologicos humanos.
Abstract: Questoes relacionadas ao desenvolvimento humano no contexto sociocultural sao discutidas, utilizando-se a nocao de atividade mediada como unidade de analise dos processos psicologicos humanos que nao dissocia o plano individual do social. A tendencia de nao se analisar suficientemente as implicacoes teoricas de um corpo crescente de evidencias empiricas sobre as interacoes precoces mae-bebe e questionada. A abordagem socio cultural e um esboco de modelo de contexto sociocultural para estudos de desenvolvimento sao apresentados como alternativa para integracao de algumas dessas evidencias. Argumenta-se que interacoes mae-bebe constituem a matriz da atividade mediada e a genese dos processos psicologicos. Sao interpretados alguns dados de um estudo observacional de 30 diades mae-bebe. Acredita-se que esta articulacao teorica e interpretacao de dados empiricos pode ser fertil e contribuir para a compreensao do desenvolvimento infantil inicial.

16 citations

Journal ArticleDOI
TL;DR: The role of school psychology has expanded into other educational settings, such as higher education as discussed by the authors, with the aim of promoting academic and human development, individual and collective conduct activities, both traditional and emergent nature.
Abstract: The role of school psychology has expanded into other educational settings, such as Higher Education. Seeking to contribute to this expansion, had as objectives to map the Institutions of Higher Education of the Federal District and school psychologists who have knowledge and examine the work done. Eight institutions participated with the school psychologist and had, on the Internet, information about the School Psychology Services. The qualitative analysis of this information indicated that these services are based on attention to difficulties experienced by students and promoting academic and human development, individual and collective conduct activities, both traditional and emergent nature. Among the latter, carry out actions of personal and professional development, institutional assessment and monitoring of graduates. The role of School Psychology in Higher Education is building on preventive measures, institutional and broader than that historically characterized the educational intervention at this level.

15 citations