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: A presente pesquisa tomou como referencia a teoria historico-cultural e teve o objetivo de analisar os modos como criancas autistas se orientam for o outro e for o objeto durante a atividade ludica as discussed by the authors.
Abstract: O brincar de criancas autistas e descrito como muito restrito e peculiar. Com a preocupacao pela busca de praticas educativas promissoras, a presente pesquisa tomou como referencia a teoria historico-cultural e teve o objetivo de analisar os modos como criancas autistas se orientam para o outro e para o objeto durante a atividade ludica. O estudo focalizou tres sujeitos, com idade de seis a doze anos, durante sessoes de brincadeira coordenadas pela primeira autora, que interagia com as criancas atribuindo significado as suas acoes e ao uso de brinquedos, e encorajava a emergencia de jogos imaginativos. Os dados foram organizados sob dois temas: modos de brincar das criancas e modos de atuacao do adulto. Os achados indicam que a mediacao da pesquisadora propiciou a ocorrencia de muitos momentos de orientacao para o outro e de uso contextualizado de objetos, incluindo acoes do jogo de papeis.
8 citations
TL;DR: In this article, the authors use theoretical fields about aspects of the teaching and learning processes related to the Motivational Process and review elements of the conceptualization of motivation, as a process who involves external and internal components, including elements of interpersonal relationships.
Abstract: We use theoretical fields about aspects of the Teaching and Learning processes related to the Motivational Process and reviews elements of the conceptualization of motivation, as a process who involves external/extrinsic and internal/intrinsic components, including elements of interpersonal relationships. The research data are qualitative, using 34 teachers’ field diaries, obtained after the workshops developed with them, complemented with our infield (unsystematic) observations, in three schools, about: their pedagogical practice, motivation, aspects of his/her malaise and well-being, reflections about their self-image and self-esteem, autonomy and cooperation for motivation in education. Their qualitative speeches were pointed on field diaries, complemented with observations, obtained in the meetings with these teachers. They are analyzed by Content Analysis Technique and the categories we found are: 1) Initial conceptions that subjects bring on the subject motivation; 2) Relation between malaise/wellbeing and teacher’s motivation; 3) Relation among self-image, self-esteem and motivation; 4) Cooperation for motivation in the profession. We stress the need and importance of conducting positive aspects related to the subjectivity aspects of the teacher and students’ relationships, remembering that the three components (knowledge, skills and attitudes/affect) interact constantly. We still see that our field research needs to be expanded, with a view to provide continuing education for the teachers (also students and parents) to make them aware of the importance of motivation related to his/her well-being.
8 citations
Cites background from "A formação social da mente"
...In different educational settings, with various characteristics and intervening variables, both students and teachers are subjects in relationship, different levels knowledge, skills, affectivity and also motivation, and that may constitute much “problems” if both, more one as teacher, does not have a clearly concepts these themes, when not understand well how these processes of teaching and learning happens together (Vygotsky, 1989; Piaget, 1987; Coll, Marchesi, & Palacios, 2004)....
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...…and also motivation, and that may constitute much “problems” if both, more one as teacher, does not have a clearly concepts these themes, when not understand well how these processes of teaching and learning happens together (Vygotsky, 1989; Piaget, 1987; Coll, Marchesi, & Palacios, 2004)....
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...Thus, the affective dimension is not genetically determined, because the person is not born with a self-image and self-esteem formed, only with interactions they are formed in the environment they live in, says Vygotsky (1989)....
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01 Jun 2010
TL;DR: In this article, an artigo analisa dificuldades e estrategias vivenciadas por egressos paranaenses do curso de ativacao durante a implantacao de pro cessos de mudanca em seus cenarios locorregionais.
Abstract: O Curso de Especializacao em Ativacao de Processo de Mudanca na Formacao Superior de Profis sionais de Saude, lancado em 2005, disparou inumeros processos de mudanca. Entretanto, poucas experiencias ativadas serao divulgadas a comunidade cientifica. Este artigo analisa dificuldades e estrategias vivenciadas por egressos paranaenses do curso de ativacao durante a implantacao de pro cessos de mudanca em seus cenarios locorregionais. Optou-se pela metodologia de pesquisa qualitativa com analise tematica preconizada por Bardin. Trabalhou-se com dados secundarios, os trabalhos de conclusao de curso (TCCs), e com dados primarios, entrevistas semiestruturadas realizadas com os autores de TCCs, que se caracterizaram como planos de acao. Dos 57 egressos do Parana, 25 envia ram seus TCCs e 21 foram entrevistados. A analise do corpus evidenciou dificuldades estruturais, metodologicas, administrativas, financeiras e, principalmente, humanas. Estrategias informativas, motivacionais e de convencimento se mostraram eficientes para superar diversas barreiras. Com o desvelamento dessas dificuldades e estrategias, elas poderao ser consideradas durante a organizacao de futuros planos de mudanca, aumentando as chances de sucesso da proposta.
8 citations
10 Jan 2008
TL;DR: In this paper, a family and escola se encarem responsavelmente como parceiras de caminhada, pois, ambas sao responsaveis pelo que produz, podendo reforcar ou contrariar a influencia uma da outra.
Abstract: A familia e o primeiro contexto na qual a crianca desenvolve padroes de socializacao, deste modo, ela se relaciona com todo o conhecimento adquirido durante sua experiencia de vida primaria que vai refletir na sua vida escolar. Sendo assim, o sucesso da tarefa da escola depende da colaboracao familiar ativa.
E impossivel colocar a parte escola, familia e sociedade, pois, se o individuo e aluno, filho e cidadao, ao mesmo tempo, a tarefa de ensinar nao compete apenas a escola, porque o aluno aprende tambem atraves da familia, dos amigos, das pessoas que ele considera significativas, dos meios de comunicacao, do cotidiano. Sendo assim, e preciso que professores, familia e comunidade tenham claro que a escola precisa contar com o envolvimento de todos.
E necessario que familia e escola se encarem responsavelmente como parceiras de caminhada, pois, ambas sao responsaveis pelo que produz, podendo reforcar ou contrariar a influencia uma da outra. Familia e escola precisam criar, atraves da educacao, uma forca para superar as suas dificuldades, construindo uma identidade propria e coletiva, atuando juntas como agentes facilitadores do desenvolvimento pleno do educando.
8 citations
01 Jan 2004
TL;DR: In this article, the authors discuss features related to the teaching of Brazilian Sign Language (LIBRAS) as a second language to hearing people, in other to contribute to the implementation of bilingual education for the deaf.
Abstract: The assistance to the deaf in bilingual education approach has been supported by the deaf community and by several professionals in this field of study (teachers, speech pathologists, audiologists, pshychologists and interpreters). However, for the development of bilingual education it s necessary that hearing families and that professionals dealing with the deaf learn sign language. The main purpose of this study is to discuss features related to the teaching of Brazilian Sign Language (LIBRAS) as a second language to hearing people, in other to contribute to the implementation of bilingual education for the deaf.
7 citations