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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TL;DR: In this article, a pesquisa objetiva analisar o design instrucional de um curso a distância, buscando, no ambiente virtual de aprendizagem, ele-mentos that contribuam for evidenciar their potencialidades pedagogicas.
Abstract: A disseminacao do uso da tecnologia de informacao e comunicacao, associada a necessidade de for-macao dos individuos da sociedade do conhecimento, vem provocando o incremento da utilizacao da educacao a distância (EaD). A tecnologia tem permitido inovacoes relevantes na educacao e, cada vez mais, o conteudo digitalizado tem facilitado novas formas de ensino. Os materiais educacionais, nessa modalidade de ensino, crescentemente utilizam recursos multimidia e conteudos digitais para com-plementar e ate substituir os produtos tradicionais impressos. Os cursos oferecidos na modalidade de Educacao a Distância (EaD) possuem, como especificidade, o fato de exigirem diferentes formas para materializar suas acoes. Uma dessas formas e o trabalho em Ambientes Virtuais de Aprendizagem (AVA), que depende da integracao com algumas areas do conhecimento para existir. Dentre essas areas, destaca-se o design instrucional, que e a area responsavel por pensar e propor metodologias e tecnicas adequadas ao desenvolvimento da aprendizagem. Diante disso, essa pesquisa objetiva analisar o design instrucional de um curso a distância, buscando, no ambiente virtual de aprendizagem, ele-mentos que contribuam para evidenciar suas potencialidades pedagogicas. Utilizou-se a metodologia do estudo de caso, por meio de entrevista, questionario e analise documental, para coleta das informa-coes entre a equipe da EaD e discentes, para uma abordagem quali e quantitativa na analise e interpre-tacao dos dados. O resultado da aplicacao do questionario demonstrou que os alunos percebem que ha uma relacao favoravel entre os recursos instrucionais do AVA do curso e a aprendizagem. O resultado quantitativo da questao dissertativa proposta aos alunos tambem demonstrou que a grande maioria dos alunos acreditam que o AVA do curso contribui de maneira significativa para a aprendizagem. Porem, os resultados dos demais procedimentos metodologicos (pesquisa in loco , entrevista com Coordenador e, principalmente, a analise qualitativa da questao dissertativa) demonstraram algumas carencias na gestao do curso e algumas insatisfacoes dos alunos.
01 Apr 2017
TL;DR: This paper presented a clipping from my Masters research which aimed to understand an experience of introduction of English as a school subject in public Ensino Fundamental I in Maceió/Alagoas, Brazil.
Abstract: In this paper I present a clipping from my Masters research which aimed to understand an experience of introduction of English as a school subject in public Ensino Fundamental I. Its focus was the linguist development as well as citizen formation of the students involved. The research was developed in a public school of Maceió / AL, with students from 5 grade from Ensino Fundamental I. The theoretical framework was based in the language vision of Bakhtin/Volochinov ([1929]/2010) who considers it a social phenomenon that is only materialized in the presence of another person, in the social-cultural perspective of teaching and learning from Vygotsky (1978), in Critical Applied Linguistics (PENNYCOOK, 2006; RAJAGOPALAN, 2006), in multiliteracies (ROJO, 2012) and theorists who study teaching English to children (CAMERON, 2001; BREWSTER, ELLIS & GIRARD, 2002; ROCHA, 2006; TONELLI, RAMOS, 2007; among others). I have adopted 1 O presente artigo é uma releitura de recortes da dissertação de mestrado intitulada “Inglês se aprende na Escola Pública – reflexões sobre a introdução da língua inglesa no EFI à luz dos multiletramentos” defendida pela professora pesquisadora Christiane Batinga Agra em maio de 2016 no Programa de Pós-Graduação em Letras e Linguística da Universidade Federal de Alagoas (UFAL) e que teve como orientador o Prof. Dr. Sérgio Ifa.
02 May 2018
TL;DR: In this article, the role of information and communication technologies (ICTs) in learning, in the light of the socio-interactionist approach, is discussed, and the authors place the new technologies as important instruments of mediation used in the interaction of the individual with the environment in the context of the learning and knowledge society.
Abstract: This paper discusses the role of Information and Communication Technologies (ICTs) in learning, in the light of the socio-interactionist approach. To do so, it approaches learning from the perspective of Vygotsky's theory, covering some of its key concepts, the current social context in which education and the individual are inserted and the use of technological resources in education and the learning process. In this way, it places the new technologies as important instruments of mediation used in the interaction of the individual with the environment in the context of the learning and knowledge society.
TL;DR: In this article, the authors investigated elements of the learning of Mathematics teaching in pedagogy students who participated in the Mathematics Club at a public university in Brazil and found that the transformation of collective activities, triggered by the needs placed upon the subject, is linked to the movement of assigning new meanings to reorganization of actions and their relation to the planning, the subject's relation to teaching of mathematics, the relationship between theory and practice in teaching organization, and objective conditions of the teacher's work.
Abstract: Based on the Historical-Cultural theory and on Vygotsky’s general propositions about the social nature of the human psyche and the concept of activity deepened by Leontiev, we have investigated elements of the learning of Mathematics teaching in Pedagogy students who participated in the Mathematics Club at a public university in Sao Paulo. The data analyzed were produced by the subjects in the form of individual reflective portfolio and collective final report. Data analysis reveals that the transformation of collective activities, triggered by the needs placed upon the subject, is linked to the movement of assigning new meanings to the reorganization of actions and their relation to the planning, the subject’s relation to the teaching of mathematics, the relationship between theory and practice in teaching organization, and objective conditions of the teacher’s work. Thus, it points to the movement of teacher training in teaching activity in the Mathematics Club.