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A formação social da mente

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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Journal ArticleDOI
18 Nov 2020
TL;DR: In this article, the authors investigated teacher-child and child-child interactions and affectivity and their implications of the process on child autonomy using microgenetic analysis, in which the interactive episodes were divided into three (three) types different parallels: childchild, child-teacher and childteacher.
Abstract: This study investigated teacher-child and child-child interactions and affectivity and their implications of the process on child autonomy. It was observed the daily routine of a class of Kindergarden 2 with 26 children around 3 year old, a teacher and a monitor in a CREI - Reference Center in Early Childhood Education - in the city of Joao Pessoa-PB. The technique employed was the video recording of interactive episodes. The data were treated using microgenetic analysis, in which the interactive episodes were divided into 3 (three) types different parallels: child-child, child-teacher and childteacher. The results indicate that children resisted and built their autonomy among peers. It is worth mentioning that we found an environment with interspersed interactions between affective and providing the construction of autonomy (child-child) and other disciplinarians (teacher or child monitor).

Cites background from "A formação social da mente"

  • ...Primariamente a criança responde através de processos naturais derivados particularmente da herança biológica inerentes a todo ser humano; aos poucos e, pela mediação de adultos, as “funções psicológicas complexas” (Vygotsky, 1989, pp. 70-74) começam a tomar forma....

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  • ...Ancoradas nos estudos de Vygotsky (1989) sobre o desenvolvimento da criança, destaca-se o papel da interação como essencial na construção do que los niños resisten y construyen su autonomía entre sus compañeros....

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  • ...(Vygotsky, 1989, p. 113) Neste contexto, Ciro optou por aguardar o colega fazer o brinquedo, demostrando fisicamente estar controlando seus impulsos, enquanto Alisson se empenhava para validar toda sua habilidade certamente acentuada pelo próprio Ciro....

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  • ...(Vygotsky, 1989, p. 33) Assim, segundo Vigotsky (1989), nos primeiros meses de vida a atividade da criança é determinada pelo processo de maturação do organismo que acontece de forma individual, fortemente influenciada pelo uso que faz dos instrumentos e signos, e estes são os mediadores das…...

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Journal ArticleDOI
TL;DR: A inexistencia de material didatico especifico for o ensino de ingles for tecnicos em alimentos dificulta a aquisicao de conteudos da area profissional.
Abstract: A inexistencia de material didatico especifico para o ensino de ingles para tecnicos em alimentos dificulta a aquisicao de conteudos da area profissional.. Assim, o projeto ENSINO DE INGLES PARA TECNICOS EM ALIMENTOS: A IMPORTÂNCIA DO MATERIAL DIDATICO ESPECIFICO - PESQUISA E PRODUCAO objetiva desenvolver material didatico para o ensino de ingles em interdisciplinaridade com disciplinas da area de alimentos, de tal forma que o mesmo possa ser utilizado em sala de aula e promova um maior interesse dos alunos e interacao no grupo.
Journal ArticleDOI
05 May 2018
TL;DR: In this paper, the authors analyze evidence of author writing in the teaching and learning process of the genre, demonstrating the interaction processes in the classroom Of class, from the discursive genres like organizers of the actions with the verbal.
Abstract: Part of a research (2015) carried out with 4th year elementary school students from a public school in the interior of Minas Gerais, which analyzes evidence of author writing in the teaching and learning process of the genre, demonstrating the interaction processes in the classroom Of class, from the discursive genres like organizers of the actions with the verbal 1 Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Marília (SP), Brasil. Email: ampaula1@gmail.com 2 Universidade de Uberaba (UNIUBE), Uberaba (MG), Brasil. Email: amebortolanza@uol.com.br *Agradecimentos ao CNPQ pelo apoio financeiro