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 2008
4 citations
01 Jan 2011
TL;DR: The authors explored the co-ordinations of speech, gestures, material objects and sensory activities in a dialogue between a mathematics teacher (researcher) and a blind student, and argued that the student came to know aspects of the mathematics in question (symmetry and reflection), in a process involving the mental simulation of past experiences in ways which enabled associations between physical and mathematical activities.
Abstract: In this paper, we examine the claim that mathematical cognition is both an embodied and social endeavour by exploring the co-ordinations of speech, gestures, material objects and sensory activities in a dialogue between a mathematics teacher (researcher) and a blind student. Using a developing theoretical framework in which we attempt to combine aspects of the socio-cultural perspectives of Vygotsky and Leontiev with more recent neuroscientific approaches to human cognition, we argue that the student came to know aspects of the mathematics in question (symmetry and reflection), in a process involving the mental simulation of past experiences in ways which enabled associations between physical and mathematical activities. We also explore the role of the researcher in facilitating a kind of entanglement between culture and cognition by inviting the learner to make connections between sensory experiences (past and present), representational artefacts and culturally accepted mathematical meanings.
4 citations
28 Jul 2013
TL;DR: In this article, an estudo discute as praticas de letramento na escola, with foco em conflitos entre letramentos dominantes and letraments vernaculares no ensino and na aprendizagem de lingua materna em espacos de vulnerabilidade social.
Abstract: Este estudo discute as praticas de letramento na escola, com foco em conflitos entre letramentos dominantes e letramentos vernaculares no ensino e na aprendizagem de lingua materna em espacos de vulnerabilidade social. Trata-se de uma abordagem de natureza qualitativa interpretativista (MASON, 1996), que busca responder a seguinte questao: Como se caracteriza o encontro entre letramentos dominantes e letramentos vernaculares na acao do professor com seus alunos em aulas de lingua materna em espacos de vulnerabilidade social? O referencial teorico vem de obras de Street (1988, 2003), Ponzio (2010; 2010a), Bakhtin (2013 [1929]; 1998 [1975]; 2010 [1920-24]), Vigotski (1997 [1987]; 2000 [1978]) e outros autores. Os resultados indicam a necessidade de uma efetiva sensibilidade para letramentos vernaculares na escola, bem como o compromisso com a educacao para os letramentos dominantes, requerendo de professor e alunos o exercicio do olhar para universos nao familiares.
4 citations
TL;DR: In this article, the authors identify valores presentes at an escola and verificar quais interacoes favorecem a construcao e ou a manutencao dos valores morais em particular o auto-respeito.
Abstract: Estudo com objetivo de identificar os valores presentes na escola e verificar quais interacoes favorecem a construcao e ou a manutencao dos valores morais em particular o auto-respeito. Com enfoque teorico da Psicologia Socioistorica, a investigacao apoiou-se nos estudos sobre moralidade de Jean Piaget e Yves de la Taille e constatou que coexistem na escola interacoes favorecedoras e nao favorecedoras da construcao de valores morais sendo que as ultimas sao mais frequentes.
4 citations