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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01 Jan 2010
Abstract: This master’s degree dissertation examines three Programs of the Pilot Project for the Teaching of Literacy to Six-year-old Children in the state of Rio Grande do Sul. This project is carried out since 2007 in some public schools due to the stretching of Primary Education from an eight-year to a nine-year duration. They are: “Circuito Campeão” (“Champion Circuit”), from the Ayrton Senna Institute; "Alfa and Beto", from the Alfa and Beto Institute and "Alfabetização Pós-Construtivista" ("Postconstructivist Literacy Teaching"), from the Study Group on Education, Teaching Methodology and Action (GEEMPA). Counting with the assistance of Cultural Studies, that discuss the invention of knowledges, this work is focused on the analysis of teaching materials used in this Pilot Project as generators of “new literacy teaching cultures”, giving emphasis to the analysis of GEEMPA’s "Post-constructivist Literacy Teaching" Program material. Also taken into account are the poststructuralist referentials, from authors such as Michael Foucault, Jorge Ramos do Ó and Gilles Deleuze, acknowledging this Pilot Project, as a public policy, linked to a political rationality dedicated to the production of more efficient individuals for the market and the neoliberal logic. The textual analysis of the research provides visibility to the discourses present in the didactic material of the three Programs, such as the post-constructivist, the reading/writing skills and the phonic methods, providing a brief history of the paths followed by these discourses in the last decades. This work problematizes the different literacy proposals present in the Programs and questions the establishment of a literacy standard to be reached by first-grade students in the nine-year Primary Education, through evaluations that define the corresponding matrix of cognitive competences and abilities. Furthermore, it also discusses the participation of NGOs, invited by the State, in the formation of teachers, regarding such Programs as providers of “educational packages”.
4 citations
4 citations
01 Dec 2008
TL;DR: Araujo et al. as mentioned in this paper investigated how maes of criancas entre um e tres anos percebiam as primeiras amizades of seus filhos.
Abstract: A investigacao da origem ontogenetica da amizade apresenta dificuldades conceituais e metodologicas. O presente artigo investigou como maes de criancas entre um e tres anos percebiam as primeiras amizades de seus filhos. Vinte maes entre 24 e 48 anos foram entrevistadas com base em um roteiro pre-estabelecido. Os resultados indicaram que o conceito de amizade das maes era muito positivo. A rede de amigos dos filhos era formada por criancas da familia, da vizinhanca ou de comunidades religiosas. A principal atividade compartilhada com amigos foi o brincar. As maes facilitavam o encontro dos filhos com amigos ou amigos em potencial e serviam de mediadoras entre os padroes socio-culturais e essas amizades, contribuindo para a sua construcao de acordo com as expectativas socio-culturais. As primeiras amizades foram identificadas por volta dos 18 meses. Pode-se concluir que as maes participavam ativamente da formacao das primeiras amizades dos filhos.
4 citations
01 Jan 2002
4 citations
TL;DR: This paper conducted a qualitative ethnographic research on foreign language teacher's conceptions of culture in an extension course for continuing education in the virtual collaborative learning context of Teletandem Brazil: foreign languages for all.
Abstract: This articles discusses some of the results of a qualitative ethnographicresearch on foreign language teacher’s conceptions of culture in anextension course for continuing education in the virtual collaborativelearning context of “Teletandem Brazil: foreign languages for all”,UNESP. The results have implications for the fi elds of language teachingand learning mediated by new technologies and teacher education. Theysuggest that telepresence in teletandem provided a means for dialogicallyundergoing the complexities of cultural experiences. Grounded in real worldinteraction, these experiences can lead to the change of the knowledge baseof language teacher education for intercultural communication and theteaching and learning of culture. Culture can, then, be dissociated fromthe idea of a homogeneous, fi xed and transparent body of knowledge.
4 citations
Cites background from "A formação social da mente"
...The theoretical framework is anchored in the sociocultural theory (Vygotsky, 1994; Lantolf, 2000) and its perspective for language teacher education (JOHNSON, 2009), new technologies and teacher training (Chappelle, 2006; Hall, Knox, 2009), and culture in language teaching (Kramsch, 2006, 2009,…...
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