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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23 Sep 2012
TL;DR: In this article, a study aimed to identify whether the knowledge offered in training programs in a global organization, when disseminated, contribute to human development of the professionals who work there.
Abstract: This study aimed to identify whether the knowledge offered in training programs in a global organization, when disseminated, contribute to human development of the professionals who work there. The choice of this theme originates from the researcher's familiarity with the processes of people management and the fact of having a deep interest in studying the elements that enhances the development of human beings. The survey was conducted in a metal company located in the Paraiba Valley that invests in training and education programs significantly. The foundations for this study are the contributions brought by Bioecological Theory of Bronfenbrenner (1996), by the vision of social interaction studies of Vygotsky (1984) and especially in the interpretation of knowledge of Nonaka and Takeuchi (1997). Qualitative research, based deductive method, descriptive and exploratory character. Was use of semistructured interviews for data collection. Were invited to participate in the study ten subjects divided into groups distributed as follows: two managers, two leaders and six operators of the areas, who were selected among the most hours of training during the period October to December 2010.The results showed that the organization, despite having opportunities to improve their dissemination process, exercised the act of disseminating knowledge. Such a procedure is considered extremely important to business results and development of employees working in the company since the acquisition of knowledge contributes to the development of people in their various roles and contexts.
21 Dec 2017
TL;DR: In this article, a trabalho apresenta a utilizacao dos jogos interativos como recursos educativo for o desenvolvimento de alunos com deficiencia.
Abstract: Este trabalho apresenta a utilizacao dos jogos interativos como recursos educativos para o desenvolvimento de alunos com deficiencia. Tem como base o estudo de caso de uma aluna com deficiencia multipla (mental e fisica). Como instrumentos da recolha de dados utilizaram-se os seguintes instrumentos: intervencao e diario de bordo com a aluna. Conclui-se que e possivel obtermos resultados favoraveis com alunos com deficiencia multipla, explorando o potencial dos recursos tecnologicos e dos jogos interativos. Evidenciaram-se avancos no desenvolvimento cognitivo, de percepcao visual e tatil, de concentracao, nas atividades do cotidiano em que se focou, na coordenacao motora, na autoestima e na autoconfianca.
TL;DR: In this paper , the authors investigated the contributions of a tactile adapted version of the historical narrative "Eratosthenes and the Circumference of the Earth" in the formation of geometry concepts in visually impaired students and the challenges associated with the teaching process.
Abstract: Context: Inclusive education for disabled people is an ongoing debate within schools, making it necessary for teachers and institutions to create methodological pathways that ensure an equitable and effective learning process for all pupils, regardless of their limitations. Objectives: To investigate the contributions of a tactile adapted version of the historical narrative “Eratosthenes and the Circumference of the Earth” in the formation of geometry concepts in visually impaired students and the challenges associated with the teaching process, this proposal is based on the application of an adapted didactic structure through Eratosthenes’ historical narrative, focusing on teaching the similarity of triangles and geometry. The study was based on Vygotsky’s cultural-historical theory and Galperin’s theory of the gradual formation of mental actions. Design: The methods are qualitative in nature via a case-study strategy. Environment and participants: The research was conducted with a class of 46 students, of which one is visually impaired, attending the first grade of high school at a public institution in the countryside of Paraná-Brazil. Data collection and analysis: Data were collected through activities performed in class and an evaluation questionnaire. Data were analysed through content analysis. Results: The results show that the intervention contributed to the assimilation of mathematical concepts by the visually impaired individual and other students, showing changes in the perceptions of key topics within plane geometry, previously demonstrated by the students as partial and non-scientific concepts. Conclusions: We can emphasise the need for research and studies targeting the construction of proposals and materials that enable an equitable and inclusive teaching process for all students.