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 2011
TL;DR: In this article, the authors analyze the social representations that permeate the imaginary teacher and mothers about learning and development of children with Down syndrome and find that these participan ts directing their actions and thus acting as a key role in guiding behavior and social practices.
Abstract: The Social representations work as reference system s for classifying people or social groups; they also established contact with the language and ideology, acting as a key role in guiding behavior and social practices. So, this study aims to understand and analyze the social representations that permeate the imaginary teacher s and mothers about learning and development of children with Down syndrome. To catc h some information, interviews were conducted with quantitative of 05 teachers and 05 m others of children with Down syndrome inserted in a regular education in public municipal Santana / AP. The results indicate that representations, showed here, are still strongly fo cused in a conservative clinical view, which considers the dysfunction as the main factor respon sible for learning and development of children with Down syndrome. Thus, these participan ts directing their actions and
1 citations
09 May 2012
TL;DR: In this paper, the authors investigated the role of playfulness in the Cidadescola Project and found that children have some concepts about the opposition between play and work, between the activities of the project considered funny, and activities in the classroom, and found a certain antagonism between adults and children about the importance of playful activities in school environment.
Abstract: This dissertation is linked to “Formative Processes and Practices in Education” from Postgraduate in Education Program, Faculty of Science and Technology of the Universidade Estadual Paulista (UNESP), Presidente Prudente campus. The theme of this research is related to the expansion of Basic Education in Brazil from eight to nine years, which has caused uncertainties in parents and teachers of Basic Education in Brazil. By imposing of Federal Law, children from 2010, enter earlier in Elementary School, that is, at the age of six. In Presidente Prudente, a city in western Sao Paulo state, as in other Brazilian cities, happens gradually the implementation of one more present measure in educational policy set by the Federal Government: the full-time school, which in that city, received the name “Cidadescola Project” and follows the guidelines proposed by the Ministry of Education, among which is the recommendation to enhance the games and play. In this scenario, the objectives of this study are: (i) understand the “Cidadescola Project” in respect of the policies of expansion of Elementary Education and implementation of full-time schooling; (ii) investigate whether the didactic and pedagogical guidelines of “Cidadescola Project” everyday practices favor the presence of playfulness in activities that students participate in a class of first year of a municipal school unit, compared with regular classes in the classroom; (iii) understand the viewpoints of children about the activities of the project. This research, which is ethnographic, allowed children to participate actively in the investigative process, and for this it was necessary for the researcher to adopt a posture of immersion into the world of research people, to be accepted into the group of children involved. Participant observation was the preferred methodological alternative. Several strategies were used for the generation and recording of data in the field: photographs, audio recording, written notes, group interviews, dialogues about routine and videos. Some of these records (photos and videos) were also produced by the children themselves. In the case of this study the photos and videos were made by the researcher and the children, besides group interviews, drawings, and dialogues about routine. Children were also asked to choose the photos (produced by themselves) that they most like and commented on the reason that led them to choose those images. It was found that, in the school environment, children emphasize the relationships between the pairs, the playful practices in activities that promote the movement, the moments of playing with traditional toys like dolls and toy cars and computer games as software and online games through the Internet. It was also found that children have some concepts about the opposition between play and work, between the activities of the “Cidadescola Project” considered funny, and activities of the classroom. It was also found a certain antagonism between the vision of adults and children about the importance of playful activities in school environment. Finally, it is concluded that, in the case of the school in this study, there is a risk of an opposition between the “regular period” and “the other one” as if it was two different schools in the same school unit, when the didactic and pedagogical guidelines in the Specialty Literature and official documents, as well as the perspective of children themselves, point to the need for a school that works as a whole.
1 citations
Cites background from "A formação social da mente"
...Vygotsky (1991) esclarece que, na Para Vygotsky (1991) a brincadeira, do conjunto de atividades que a criança realiza, é aquela que exerce as mais importantes influências na formação psíquica e no desenvolvimento da personalidade infantil....
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05 Mar 2012
TL;DR: In this paper, the authors focus on the literacy model constructed during activities related to the use of readings in Spanish as a Foreign Language classes, based upon the understanding that in every classroom, teachers and student are constructing particular models of literacy and particular understandings of what is involved in learning how to be literate.
Abstract: This paper focuses on the literacy model constructed during activities related to the use of readings in Spanish as a Foreign Language classes, based upon the understanding that in every classroom, teachers and student are constructing particular models of literacy and particular understandings of what is involved in learning how to be literate. By analyzing the interactions in reading events of a 6 th grade class, this research discusses what counts as literate actions in this specific group. The results reveal that in this classroom reading is not viewed as a social event, and students are engaged with literate actions that don’t involve meaning negotiation.
1 citations
TL;DR: This paper aims to contribute to the debate on media literacy in formal education, calling attention to student learning when some skills are linked with technologies’ and media’s potentials, and encourages Transmedia as a complementary and participatory activity in students’ learning process, both when they are inside and outside of school.
Abstract: This paper aims to contribute to the debate on media literacy in formal education, calling attention to student learning when some skills are linked with technologies’ and media’s potentials. Accordingly, with a collaborative research methodology for investigating teaching and learning, our proposal is to encourage Transmedia as a complementary and participatory activity in the students’ learning process, both when they are inside and outside of school, creating a bridge between media interaction and cognition. Transmedia not only provides a multimodality experience, seeking and following stories and information but also can open up opportunities in the learning process, such as problem-solving, creating common goals, remixing media content, checking information credibility, spreading content, negotiating and respecting points of view, and others. We cannot ignore the fact that children and youth are growing up using technology and media platforms in their daily lives. We focus our public target on youth aged 16 to 20 who are students in high school or in the first years of college, specifically to take advantage of the communication potential that they can have using technologies and media platforms for their own learning at school/colleges, rather than pushing it away.
1 citations
Cites background from "A formação social da mente"
...[21] Vygotsky, L. S. (1998)....
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...For Vygotsky [21], the human being is constituted as itself in social interaction with others....
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