A formação social da mente

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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Journal Article•DOI•

Linguagem e atividade no desenvolvimento cognitivo: algumas reflexões sobre as contribuições de Vygotsky e Leontiev

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Carolina Lampreia¹•Institutions (1)

Pontifical Catholic University of Rio de Janeiro¹

01 Jan 1999-Psicologia-reflexao E Critica

TL;DR: In this paper, the authors discuss the relationship between linguagem and atividade in the context of Wittgensteiniana, and elabora uma abordagem eminentemente contextualista do desenvolvimento cognitivo inspired by formulacoes de Vygotsky and Leontiev.

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Abstract: As nocoes de linguagem e atividade foram consideradas centrais para o estudo do desenvolvimento cognitivo por Vygotsky e Leontiev. Vygotsky queria analisar como a atividade pratica contribui para a formacao da consciencia. Contudo, suas pesquisas permaneceram centradas na linguagem. Consequentemente, nao ficou clara, em seu trabalho, a relacao existente entre linguagem e atividade. Leontiev desenvolveu uma teoria cuja unidade de analise passou a ser a atividade. Mas nao desenvolveu a analise do papel da linguagem. Assim, embora ambos tenham considerado a relevância desses dois aspectos do desenvolvimento cognitivo, nenhum dos dois os abordou simultaneamente. Por outro lado, as reflexoes filosoficas do segundo Wittgenstein a respeito da linguagem permitiram-lhe concebe-la como uma forma de acao nao sendo possivel separar atividade e linguagem. Juntando-se a autores com preocupacoes similares, esta perspectiva pode permitir elaborar uma abordagem eminentemente contextualista do desenvolvimento cognitivo inspirada nas formulacoes de Vygotsky e Leontiev. Mas e preciso analisar e discutir suas nocoes de linguagem e atividade no contexto da perspectiva wittgensteiniana.

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9 citations

Journal Article•DOI•

What is Special in Special Education from the Inclusive Perspective

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Juliene Madureira Ferreira, Marita Mäkinen

30 Jun 2017-International Journal of Early Childhood Special Education

TL;DR: In this article, a qualitative epistemology analysis of the role of teachers towards the implementation of pedagogical practices and the special education support actions in two early childhood education schools in Brazil is presented.

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Abstract: The article offers insights into the discussion of the terms ‘special’ and ‘inclusive’ applied as concepts to define educational inclusion. By analyzing three cases where a school’s routine was followed, it was possible to interpose discourse and practice to highlight how contradictions in educational practices are constituted in the micro level of classroom reality. Data were collected through interviews, video-recordings and school documents in two Early Childhood Education Schools in Brazil. Through a qualitative epistemology analysis, the key findings pointed to contradictions regarding the role of teachers towards the implementation of pedagogical practices and the special education support actions. We discuss the need of reconsideration of what is understood by special education system and argue that human development is the key to develop inclusive practices.

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9 citations

Cites background from "A formação social da mente"

...development (Vygotsky, 1991) and the inseparability between emotion and cognition, valuing individual experience, and revealing the uniqueness of the developmental process (cf....
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...Contributions to this view are found in the Historical-Cultural Theory by Vygotsky (1928- 1934), which postulates the social nature of human development (Vygotsky, 1991) and the inseparability between emotion and cognition, valuing individual experience, and revealing the uniqueness of the developmental process (cf. Gonzalez-Rey, 2016)....
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...…to this view are found in the Historical-Cultural Theory by Vygotsky (1928- 1934), which postulates the social nature of human development (Vygotsky, 1991) and the inseparability between emotion and cognition, valuing individual experience, and revealing the uniqueness of the…...
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...The Network of Meanings is based on a number of theoretical works, i.e., Bioecological Development (Bronfrenbrenner, 1996); the notion of complexity (Morin, 1996); the Historical-Cultural Theory (Vygotsky, 1991; 1996; Van der Veer & Valsiner, 1991; Valsiner, 2000; Wallon, 2007), and the dialogical conceptions of Bakhtin (1979; 1992), and it has been used in qualitative work within the field of developmental psychology (Almeida, 2014; Amorin 2013; Colus, 2012; Ferreira, 2013; Moura; 2012; Moura & Amorim, 2013)....
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...…theoretical works, i.e., Bioecological Development (Bronfrenbrenner, 1996); the notion of complexity (Morin, 1996); the Historical-Cultural Theory (Vygotsky, 1991; 1996; Van der Veer & Valsiner, 1991; Valsiner, 2000; Wallon, 2007), and the dialogical conceptions of Bakhtin (1979; 1992), and it…...
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Brincadeira e desenvolmimento infantil: um olhar sociocultural construtivista

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Norma Lucia Neris de Queiroz, Diva Albuquerque Maciel

01 Jan 2006

TL;DR: In this paper, the role of pretend-play as an activity of representation and metarepresentation along child development is verified, and how such theoretical ideas can be translated into educational practices within the contexts of child care and preschool settings.

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Abstract: How and why do children play? What does such activity means in different cultures? These issues are discussed in this present paper, which stresses its relevance for the scientific understanding of child development. The concept of play according to different theorists is analyzed; especially those that conceive play as socially constructed activity. It is verified the role of pretend-play as an activity of representation and metarepresentation along child development. Finally on discusse how such theoretical ideas can be translated into educational practices within the contexts of child care and preschool settings, stressing the role of teacher in promoting child development and education.

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9 citations

Book Chapter•DOI•

A Social Cultural-Approach to Aphasia: Contributions from the Work Developed at a Center for Aphasic Subjects

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Rosana do Carmo Novaes Pinto

15 Feb 2012

TL;DR: In this paper, aphasia from a social-cultural perspective is discussed, considering the respect gained by the huge amount of research guided by what we will be calling, in this work, traditional approaches.

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Abstract: Writing a chapter about aphasia from a social-cultural perspective is a great challenge, considering the respect gained by the huge amount of research guided by what we will be calling, in this work, “traditional approaches”. We believe therefore to be relevant, before starting our discussion, to situate the locus of our work with aphasia – the field of Linguistics, more specifically the Discursive Neurolinguistics which has been developed at the Instituto de Estudos da Linguagem (IEL), Universidade Estadual de Campinas (UNICAMP), in Brazil. One of the main features that differentiates our research from the work developed in other centers in Brazil and abroad is its strong connection with linguistic theories, especially the ones developed in the second half of the 20th century, such as Enunciative Semantics, Pragmatics and Discourse Analysis, which strongly influence the way we approach theoretically and methodologically the aphasia phenomena. From a unique locus, we believe Linguistics may contribute to a better description and understanding of how language and its several functions and speech genres can be impacted by brain injuries, considering what has been learnt about normal functioning for almost a century of development of this field as a science.

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9 citations

Cites background or methods from "A formação social da mente"

...Therefore, we chose to present some issues we consider relevant to our discussion calling upon mainly Vygotsky (1987, 1991) and Luria (1973, 1976, 1977, 1986), authors that were of fundamental relevance to the work developed in the area of Neurolinguistics at IEL, since the first research done by…...
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...– will present the conception of brain functioning, mainly supported by some postulates formulated by Luria (1973, 1976) and Vygotsky (1991), Item 3.2. aims to address the main concepts related to language based on authors as Bakhtin (1986), Jakobson (1954), Franchi (1977), Coudry (1986/1988,…...
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...This author dedicated a whole chapter The problems of method (Vygotsky, 1991) to this topic, where he assures that searching for a method is one of the most important requirements for the study and comprehension of human phenomena....
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Journal Article•DOI•

Discursivização sobre “doenças do não aprender” no contexto educacional inclusivo: o que dizem os professores de educação infantil?

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Claudia Regina Mosca Giroto¹, Luciana Aparecida de Araújo¹, Fabiana Cristina Frigieri de Vitta¹•Institutions (1)

Sao Paulo State University¹

01 Apr 2019-Revista Ibero-Americana de Estudos em Educação

TL;DR: In this paper, a study aimed to understand how five teachers who teach kindergarten classes, in a municipal Early Childhood Education school, discourse the "diseases doen learning" and the possible implications in their teaching practice.

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Abstract: Due to the excessive increase of referrals and diagnoses that result in "diseases of not learn", this study aimed to understand how five teachers who teach kindergarten classes, in a municipal Early Childhood Education school, discourse the "diseases doen learning" and the possible implications in their teaching practice. The data generation was based on the dialogue undertaken in a virtual discussion forum, which data indicated axes of analysis focused on the conceptions about "diseases of not learn " and the teaching practice of such "diseases". The statements generated revealed the thinking and action of these teachers submitted to the medical logic, in the detriment valuation of inherent differences to the heterogeneity in Early Childhood Education.

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9 citations

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A formação social da mente

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Cites background from "A formação social da mente"

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