Resposta de Piaget a Vygotsky: convergências e divergências teóricas

Neste trabalho, ao analisar a resposta de Piaget às críticas de Vygotsky, procuramos salientar convergências e divergências teóricas básicas colocadas pelo primeiro em relação ao segundo. Para isso, num primeiro momento, analisamos os esclarecimentos de Piaget sobre a realidade do fenômeno psicológico do egocentrismo cognitivo e linguístico; num segundo momento, analisamos as relações entre as noções científicas e espontâneas na criança. Num terceiro momento, analisamos a posição diferenciada de Piaget sobre os mecanismos que explicam o desenvolvimento e progresso do conhecimento. Concluímos que, na resposta de Piaget a Vygotsky, existe clara diferenciação do seu sistema teórico.

Juvenile development and growth patterns in the mud crab Eurytium limosum (Say, 1818) (Decapoda, Brachyura, Xanthidae) under laboratory conditions

The post-larval development of the mud crab Eurytium limosum was studied under laboratory conditions by using the offspring of ovigerous females collected at the Comprido River mangrove, SP, Brazil. The first crab stage is fully described and the juvenile development, until crab stage 10, is examined with emphasis on morphological change, sexual differentiation and growth patterns. The carapace of the first crab stage is nearly square as observed in other xanthids, becoming similar to adults only at stage 15. The sexes can be distinguished from stage four, based on the number of pleopods and their morphology. While the intermoult period increases, the moult percentage decreases at each stage. The abdominal allometric growth is sex-dependent, with males showing a negative (b=0.71) and females an isometric (b=0.95) relative growth pattern. Male gonopods undergo a positive allometric growth, and their shape changes remarkably until sexual maturity. The cheliped dentition can be observed after stage 4. Regardless of sex, most crabs have a molariform right cheliped, which is thought to aid the handling of asymmetric prey such as gastropods.

Canine cerebral leishmaniasis: Potential role of matrix metalloproteinase-2 in the development of neurological disease

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Human development and distance education: how are interactivity and interaction articulated?

Currently the achievements of technology have not been enough to overcome the misery, in which are numerous human groups. Relegated to its background, the human being sees those scenarios, which brings out discussions about its formation, in which values are regarded as the scientific and technological aspects. The educational research inspired by this framework involving the theme of human development, update and re-frame concepts related to the linkage between interactivity and interaction, two important features presented in the process of Distance Education (DE). The research inquired about how these features have been articulated. It conducted a field study in which two professors were interviewed. The results showed that the integration between interactivity and interaction, involving aspects such as autonomy, critical awareness, relationships among students, the sharing of values and worldviews, is at the base of the educational processes of the DE. They also showed that, on these processes, there are shortcomings regarding the development of values and having to be thought the tutor training strategies from an interdisciplinary view.