A internet como ferramenta de mediação no acervo artístico-cultural dos Palácios do Governo do Estado de São Paulo

This research focuses on methods and strategies for educational-based digital tools, aimed at the public school. Thus, we present possibilities, and the main actions of the national museum institutions in several online educational services that exemplify some forms of virtual mediation in order to verify the relevance of using these tools. The study discusses the need for museums to follow the advance of new technologies to engage and retain the public school, consisting of a highly connected generation with new technologies. It also brings a brief overview of the evolution of the museum in the Western world and presents the formation and nature of art collections that comprise the Artistic-Cultural Collection of the Governmental Palaces of the State of São Paulo, focusing on the management policy of each period, highlighting the educational program and the relationship with the website. As a practical exercise, the research presented suggests applying a form of mediation for the virtual site of Artistic-Cultural Collection of the Governmental Palaces to extend relations sector educational institution for the virtual context

Atividade docente e Educação Especial: dos encaminhamentos históricos ao contraponto Histórico-Cultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A internalização de signos como intermediação entre a psicologia histórico-cultural e a pedagogia histórico-crítica

This article highlights the theoretical and methodological unity existing between the culturalhistorical psychology and the historical-critical pedagogy, taking the category of mediation as a central element of analysis. This fact is justified since that category is emerging as an essential premise of the historical-materialist dialectical method; and this method, in turn, is the foundation of both the historicalcultural psychology and the pedagogy historical-critical. For achieving the stated aim, the text is organized around two themes. The first goes back to the historical-cultural conception of psychism, highlighting of internalization of signs as a condition for the development of that psychism; the second brings into focus the relationship between internalization of signs and concept formation, in order to demonstrate that the quality of the concepts in the training school is the intervening variable in the psychological development. By the way of concluding remarks, it is said the internalization of signs as a central element of mediation between historical-cultural psychology and historical-critical pedagogy.