scispace - formally typeset
Search or ask a question

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).
Citations
More filters
Journal ArticleDOI
01 Jun 2004
TL;DR: In this article, the sociointeractional uses of the mother tongue (MT) by 9 adult learners and a researcher-teacher in Foreign Language (FL) classroom concrete situations are discussed.
Abstract: The aim of this paper is to discuss the sociointeractional uses of the Mother Tongue (MT) by 9 adult learners and this researcher-teacher in Foreign Language (FL) classroom concrete situations. Based on data results it is proposed that MT is a valuable resource to be considered in FL teaching-learning process.

8 citations

Journal ArticleDOI
TL;DR: In this paper, a relacao entre producao dos conceitos de infância e juventude is discussed, and a pesquisa como pratica ativa de compreensao e producão de conceito is presented, mister compreender a dialetica entre completude e incompletude na crianca e no jovem.
Abstract: Os conceitos sao producoes humanas, determinados pela condicao social, historica e cultural, e parte ativa das relacoes etico-politicas estabelecidas, inclusive, dentro do fazer cientifico. Refletem-se sobre a relacao entre producao dos conceitos de infância e juventude e tres aspectos fundamentais: o ambiente cultural diverso, complexo e potencializado na sua capacidade desestabilizadora pelos fluxos migratorios, a necessidade de uma ciencia psicologica e sociologica epistemologicamente capaz de produzir conceitos dinâmicos que captem o objeto na sua realidade cultural, e a pesquisa como pratica ativa de compreensao e producao de conceitos. E mister compreender a dialetica entre completude e incompletude na crianca e no jovem, alem de desenvolver estrategias comunicacionais para melhor compreender as culturas infanto-juvenis e produzir leituras do tempo presente a partir de um fazer cientifico aberto.

8 citations

01 Jan 2003
TL;DR: In this article, the influence of previous ideas and social interaction in learning of function concept carried out with 8th grade students of a public school was reported, and they observed that the circumstances where interactions occurs, a greater comprehension of concept and how it enables abstraction and generalization was made possible.
Abstract: Unitermos: Aprendizagem, conceitos previos, interacoes sociais, conceito de funcao. Abstract: This paper reports a research about the influences of previous ideas and social interaction in learning of function concept carried out with 8 th grade students of a public school. Comparing moments of individual work with interactions situations we observed that the circumstances where interactions occurs, a greater comprehension of concept and how it enables abstraction and generalization was made possible whereas this did not occur in the situation where individual work was carried out.

8 citations

Journal ArticleDOI
TL;DR: In this paper, a breve descripcion of the movimiento constructivista en la education, explicando its caracteristicas esenciales.
Abstract: En este articulo se presenta una breve descripcion del movimiento constructivista en la educacion, explicando sus caracteristicas esenciales. El constructivismo educativo puede ser dividido en dos lineas, uno llamado constructivismo personal y el otro constructivismo social. Esta separacion se justifica por las perspectivas educativas y las bases teoricas que sustentan cada uno. Con base en este movimiento, se propone como objetivo establecer los criterios que pueden ser utiles para el analisis y caracterizacion de las practicas de ensenanza constructivista. En este sentido, se realizo el estudio y analisis del articulo Baviskar, Whitney y Hartle (2009), en el los autores proponen cuatro criterios para la caracterizacion de la ensenanza constructiva. El analisis suscito algunas criticas y la necesidad de proponer un quinto criterio (ayuda para la apropiacion del conocimiento), centrandose en la orientacion del proceso y pedagogico - didactico para construir nuevos conocimientos. Se entiende que la forma como el nuevo conocimiento sera sistematizado y organizado en las interacciones profesor alumno y alumno- alumno, determinara que el aula sea constructivista, pues ello reflejara la concepcion con respecto al aprendizaje. Ademas, con el fin de validar los cinco criterios establecidos nos hemos basado en la metodologia de Baviskar et al. (2009), volviendo a analizar los mismos articulos inicialmente evaluados por estos autores. En segundo lugar, se analizaron cuatro articulos publicados en revistas brasilenas, siguiendo los mismos procedimientos de analisis. El objetivo fue tambien identificar si los autores de los articulos analizados, mostraban las practicas didacticas constructivistas, y si mantenian algunos de los elementos esenciales de una actividad de aprendizaje constructivista. El analisis mostro que algunos de estos articulos, aunque tenian un titulo relacionado con el constructivismo, no mostraban los elementos esenciales de este enfoque. En este sentido, estamos de acuerdo con Baviskar et al. (2009 ) quienes senalan que esto puede ser el resultado de una literatura excesivamente teorica sobre el tema del constructivismo. Por lo tanto, creemos que existe una demanda en materia de investigacion para trabajos que se centran en el analisis de la ensenanza constructivista y las intervenciones pedagogico - didacticas. A partir del analisis que presentamos sera posible discutir entre los aspectos teoricos y practicos del constructivismo educativo, tal vez aumentando el numero de criterios para evaluar el grado en que este esta realmente presente en la planificacion de la escuela. Por ahora, se sugiere a quienes propone actividades de aprendizaje guiadas por el enfoque constructivista considerar si cumplen los cinco criterios examinados.

8 citations

Journal ArticleDOI
21 Dec 2006
TL;DR: In this paper, the authors present a study based on the constructive, social-interactive conception by Vygotsky, which assembled expressions from a nursing teaching group who works in a Brazilian South region state.
Abstract: This is a cutting of my master, thisI had as objective to know the nurses-educators self-critical expressions concerning the working process on professional teaching for technical nursing. was based on the constructive, social-interactive conception by Vygotsky, which assembled expressions from a nursing teaching group who works in a Brazilian South region state. There were carried out thematic and systematic meetings with the subjects of this study where their reports about their respective pedagogical experiences were explored. It was used the method proposed by Trentini and Paim as an analysis procedure. The results point out that these nurses-educators express their pleasure of working with technical nursing teaching. They also show that the different kind of problems they face during the working process can lead them to all sort of devaluation. Apart from this, the results point out some aspects that are indicatives of internal organization of a social institution as interactive among the subjects of this education level. It also shows that this kind of organization seems to keep changing the pedagogical competence of this group. KEY WORDS: Nursing; Self-critical expressions; Working process.

8 citations