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A formação social da mente
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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).read more
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Student-Centred Methods in Higher Education: Implications for Student Learning and Professional Development
TL;DR: An earlier version of this paper was presented at the 87th Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA, USA, 7-11th April 2006 as mentioned in this paper.
Journal ArticleDOI
Aprendizagem mediada por ferramentas de interação: análise do discurso de professores em um curso de formação continuada a distância
TL;DR: The authors analyzed speeches from the forums, discussion lists and e-mails, in the light of categories from Jean Piaget's studies, showing interaction among speakers, informing and mutually influencing behavior, collaborating and discussing ideas.
Journal ArticleDOI
Vygotsky and the Theories of Emotions: in search of a possible dialogue
TL;DR: In this paper, a way of understanding emotions based on the historical-cultural approach, starting from a plausible analogy with Vygotsky's ideas on thinking and language, is proposed.
Animações interativas e mapas conceituais: uma proposta para facilitar a aprendizagem significativa em ciências 1 Interactive animations and concept maps: the visualization of scientific models as a scaffolding of meaningful learning of science
Romero Tavares,Artigo Científico +1 more
TL;DR: A way to connect the use of concept map interactive animations in a twin way through the use scientific theory about certain phenomena to construct an interactive animation that simulate the dynamic of this phenomena.
A aprendizagem escolar e a formação de professores na perspectiva da psicologia histórico-cultural e da teoria da atividade The learning process in the school and the formation of teachers in the perspective of the historic-cultural psycology and the activity theory
TL;DR: The authors appraises theoretical possibilities of renovation in the practices of formation of teachers and acknowledges the importance of reflexivity in the formation process of teachers, while acknowledging the need for reflexivity.