Criança não é manga, não amadurece: conceito de maturação na teoria histórico-cultural

The idea of "mature development" is based, frequently, on explanations of school failure: the student does not learn because he is immature and the school has to wait until he gets "mature". When one says that a child is not mature compared to the development already attained by an adult, one focuses only the quantitative differences between them and forgets that these new qualities of the adult did not arise by the maturation, but by the permanent appropriation process of the human culture. Thus, this idea of "maturity of development" expresses a deep biologization of the human being, reducing social and educational problems explanation to the biological apparatus of the individual. The purpose of this essay is to analyze the relationship between maturation and development, pointing out the limits of biologists’ explanations of human phenomena and the possibilities of explanation formulated by the historical-cultural theory to the organization of pedagogical work. This concept gives a new configuration to the role of maturation in the learning process and gives the school education a central role in the development of higher psychological functions. Thus, the school does not have to wait for the child’s maturation. Rather, it is its duty to create conditions for his/her maturation to become effective.

Desenvolvimento da memória em crianças pré-escolares por meio de atividades literárias: contribuições da Teoria Histórico-Cultural

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Desenvolvimento da linguagem infantil à luz da Teoria Histórico-Cultural: contribuições de práticas literárias na primeira infância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Security needs: Some considerations about its integration into the Self-Determination-Theory (SDT)

According to Self-determination Theory (SDT), there are only three psychological needs - competence, autonomy and relatedness - truly fundamental and essential for human being?s health and well-being, which can be satisfied by individuals while engaging in a wide variety of behaviors that may differ among individuals and be differentially manifest in different cultures. However, a number of questions have been raised about SDT?s contention that there are only those three basic psychological needs. The present study discusses the possibility that the security need should be considered as a basic need and its relation to the accepted three basic psychological needs. Using the Cultural Theory framework the degree of satisfaction of the basic needs, depending on the type of culture, is also presented.

Transatlantic regulatory divergence in pharmaceuticals: exploring economic and cultural explanations

The analysis delves into the regulatory divergence between the EU and the US in the pharmaceutical sector. Through law and economics, political science, and cultural theory perspectives, the study explores how collective preferences within each jurisdiction shape regulations. By identifying cultural orientations such as individualism in the US and hierarchy in the EU, the research suggests that underlying cultural factors play a significant role in regulatory decisions. Despite calls for regulatory harmonization, the recognition of legitimate differences in preferences due to cultural diversity emphasizes that uniformity may not always be the best solution, showcasing the importance of understanding cultural influences in shaping regulatory landscapes.

Interações sociais em aulas de educação fisica

Universidade Estadual de Campinas . Faculdade de Educação Física