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 paper, the authors report the experience of a case study of a kindergarten level hospitalized child and report that drawings are one of the means a child uses to express emotions in psychotherapy sessions.
Abstract: The purpose of this paper is to report the experience of a case study of a kindergarten level hospitalized child. The center of interest in this study is the expression of emotion through the drawings performed by a child in psychotherapy sessions. Drawing is considered an expressive activity. These drawings, in addition to the speech, are analyzed based on the cultural-historic concept. The results showed that drawings are one of the means a child uses to express emotions.
12 citations
01 Jun 2002
TL;DR: In this article, the authors present an artigo apresenting a experiencia de estagio obrigatorio em Psicology escolar/educacional do curso de Psicologia da Universidade do Vale do Itajai that foi desenvolvido em uma instituicao publica de Educacao Infantil.
Abstract: Este artigo tem por objetivo apresentar a experiencia de estagio obrigatorio em Psicologia escolar/educacional do curso de Psicologia da Universidade do Vale do Itajai que foi desenvolvido em uma instituicao publica de Educacao Infantil. O enfoque teorico utilizado abrange uma visao socio-historica do desenvolvimento e aprendizagem na infância. Aborda a importância das relacoes entre a escola, educadoras e os pais e qual o papel destes na educacao da crianca. Como estrategias para atingir os objetivos propostos foram utilizados murais informativos para as educadoras e encontros de orientacao aos pais. Esta intervencao promove uma aproximacao escola-pais, proporcionando a participacao e a integracao dos envolvidos no processo educativo. Palavras-chave: Educacao Infantil: Desenvolvimento; Crianca; Pais; Educadoras.
12 citations
TL;DR: O artigo visa a discutir o problema da reflexividade, com referencia em particular as teorias recentes sobre a questao, com dois objetivos: 1) apresentar um conceito menos racionalista e restrito de reflexivade, tambem pouco marcado pela divisão entre sujeito e objeto, e que se desdobra, portanto, em outras dimensoes; 2) pensar como as diversas modern
Abstract: O artigo visa a discutir o problema da reflexividade, com referencia em particular as teorias recentes sobre a questao, com dois objetivos: 1) apresentar um conceito menos racionalista e restrito de reflexividade, tambem pouco marcado pela divisao entre sujeito e objeto, e que se desdobra, portanto, em outras dimensoes; 2) pensar como as diversas modernidades, com suas multiplas tradicoes, podem ser analisadas fazendo-se uso desse conceito de reflexividade modificado, em grande medida de carater pratico, inclusive no que diz respeito ao caso brasileiro.
12 citations
01 Jan 2007
TL;DR: In this article, the concept of educational technology and its related terms are discussed and discussed in detail, and the more conclusive results of research in this field are analyzed. But the authors do not mention any cognitive or educational "revo− lutionary experience" since this would surpass the limits of what technology is capable of accomplishing.
Abstract: I will begin this article by clarifying the concept of Educational Technology and its related terms. I will then go on to analyse the more conclusive results of research in this field in order to describe the projects in which I have been involved, where technology was used to produce innovation. This article does not mention any cognitive or educational “revo‐ lutionary experience”, since this would surpass the limits of what technology is capable of accomplishing. Part of the education of the new generations has to be conservative, i.e., the experience and knowledge constructed by earlier generations has to be passed down. Disciplinary knowledge is an exemplary condensation of human effort and talent. How can technology support the transmission and acquisition of such knowledge? Besides being capable of using technology, should the new generations not also have a rational and educated dis‐ course on the subject? Is this not the role of the school also? These are some of the main issues I wish to address.
12 citations
Cites background from "A formação social da mente"
...There seems to be harmony between the development of superior psychological func‐ tions (Vygotsky, 1994) and conventional information processing and representation systems....
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...…of certain symbolic systems and their formalisms interferes with, or rather, leaves its “marks” on mental and even brain organisation according to Vygotsky (1991, 1994) and Luria (1990) and has an impact on what is being brought to light by research in the field of neurosciences (See Squire &…...
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...There seems to be harmony between the development of superior psychological func‑ tions (Vygotsky, 1994) and conventional information processing and representation systems....
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...…is that the learning of these systems radically changes the way children perceive the world and themselves (mainly in terms of self‑awareness), in other words, they interfere with the natural course of develop‑ ment (Luria, 1990; Vygotsky, 1991, 1994) by broaden‑ ing it (Bruner, 1998, 1999)....
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01 Apr 2011
TL;DR: In this paper, a construcao e evidencias de validade da Escala de Interacao com Pares for estudantes do ensino superior are presented.
Abstract: As relacoes que os estudantes estabelecem com os pares sao importantes para a aprendizagem e o desenvolvimento psicossocial e cognitivo. Diante disto, este estudo apresenta a construcao e as evidencias de validade da Escala de Interacao com Pares para estudantes do ensino superior. Participaram da pesquisa 1070 universitarios, com idade media de 23 anos (DP=6,5). A analise fatorial exploratoria indicou uma estrutura multidimensional, composta pelos fatores: Interacoes Sociais, Interacoes Intimas, Interacoes Academicas pautadas no oferecimento de ajuda e Interacoes Academicas com enfase no recebimento de ajuda. A analise fatorial confirmatoria destacou a adequacao dos dados a estrutura fatorial (CFI=0,978; GFI=0,980; RMSEA=0,06). Os coeficientes de regressao dos itens junto aos fatores foram satisfatorios (0,55
12 citations