As quatro dimensões da relação homem - meio ambiente

Neste ensaio teórico introdutório, pretendemos trazer algumas contribuições para a temática ambiental, em especial para as discussões a respeito da relação entre o homem e o meio ambiente. Apresentamos a necessidade de se adotar, ao menos, quatro perspectivas ao se discutir as razões pelas quais existem diferentes atitudes e valores do Homo sapiens para com o meio ambiente físico, biológico e social: a perspectiva filogenética, a ontogenética, a sociogenética e a microgenética. Para tanto, nos apoiamos nos trabalhos psicológicos de Vygotsky e nas obras da teoria perceptual de Yi-Fu Tuan. Pautados nessas quatro dimensões, buscamos ainda ampliar nosso entendimento sobre o conceito de meio ambiente, compreendido como uma esfera abstrata construída individualmente no intercâmbio sócio-cultural.

Entre permanências e descontinuidades: o levante “constitucionalista” de 1932 e a batalha contra o esquecimento

Problematizar a memória do levante “constitucionalista” de 1932 gravada materialmente nas ruas e praças de São Paulo, refletir sobre os lastros históricos que a compõem, intentando aferir as mudanças e permanências que o tempo e a sociedade se encarregaram de fomentar, são algumas das questões abordadas neste artigo. Para levá-las a efeito, as trilhas abertas pelo marco aos voluntários de 32, no município de Assis, parecem alvissareiras, – seja pelos traços que conserva de seu período de fundação, pela leitura histórica nele inscrita ou, ainda, o estado atual em que se encontra – desvelando os complexos meandros dos processos de “enquadramento da memória”, da luta pela preservação e o arbítrio do esquecimento.

A relação das novas mídias de comunicação e o esporte: rupturas e conflitos para a formação moral a partir da representação social do futebol

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A oralidade na sala de aula de língua inglesa de alunos ingressantes no curso de Letras: contribuições para a formação do professor

Pós-graduação em Estudos Linguísticos - IBILCE

A degradação ambiental do Córrego Ribeirão Preto: uma proposta metodológica para o ensino de geografia no ensino médio

Pós-graduação em Geografia - IGCE

Sentido pessoal, significado social e atividade de estudo: uma revisão teórica

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

O processo de formação de conceitos na perspectiva vigotskiana

In his work on human knowledge, Vygotsky reveals the second human nature, the one which is historical and cultural, due to people´s learning throughout life, through the mediation of others and the concrete conditions of life and education. In this eminently social process, the child grows into the intellectual life having the adult as a peer and learns human skills from this adult-child interaction. This means that, for working with abstract formulation, it is necessary understanding it as a complex, dynamic and functional act that is built by the insertion of individual performance into culture that is mediated by interaction with others. In this setting, each individual reaches knowledge through formal and non-formal learning that help on the formulation of scientific and everyday concepts. To make studies on the process of concept formation, Vygotsky adopted an experimental methodology based on the philosophical assumptions of Marxist theory of how mental processes occur, once he perceived these processes in a constantly changing and moving. Thus, the method called “Instrumental, Cultural and Historical” differed from conventional experimental studies focused on the performance of the task itself. The method adopted by Vygotsky was concerned with the process of concept formation and not only with fragmentary cutouts of cognitive processes. According to our study, the formation of the social nature of man develops from processes of appropriation and objectification of knowledge, which makes individual the historically constructed achievements by mankind, as, for example, types of sophisticated thinking, which requires the discussion of concept formation.

O egocentrismo infantil na perspectiva de Piaget e representações de professoras

This text comes up a clipping from an applied research, qualitative approach, which sought to understand both the egocentric second Piaget, through a literature search, furthermore, from a study that was conducted with teachers from kindergarten and the first years of elementary school, we sought to delineate the representations of such teachers in this regard and its proximity to the theory in question. Therefore, the trajectory traveled consisted of explaining aspects the Vygotsky's critique to Piaget, with respect to egocentric thought; subsequently show how as Piaget responded to criticism of Vygotsky, and expound upon the egocentric thought present in your perspective. Were addressed, we sought to delineate the representations of fifteen educators about the phenomenon of egocentrism in children and its proximity with the theory of Piaget. It might thus as regards the literature, and bring the importance of recognizing and understanding the thought egocentric in Piaget, as a phenomenon is intrinsically linked to the development of the child and that we can approach your understanding. For representations of teachers, approached more subjectively common sense than the concepts found in psychological theory focused. Thus, this study allows us to understand the limits and scope of training courses for teachers, with regard to the dimension in focus.

Ensino e aprendizagem da leitura e da escrita na educação de jovens e adultos: diálogos com a educação infantil

This article aims to present a discussion of the methodological aspects of teaching and learning to read and write in adult education, in an attempt to seek a dialogue with the Early Childhood Education by pointing convergent elements between these two instances. And, therefore, it proposes a reflection on the construction of human nature and ownership of reading and writing as a humanizing process from the perspective of historical-cultural theory advocated by Vygotsky and his collaborators. In this context it is presented a pedagogical situation in a public school for kindergarten in the state of Sao Paulo, followed by analysis from the perspective of Bakhtin in order to make some approximations in the teaching and learning of the mother tongue with adults and children.

A educação como experiência a partir de histórias lidas e contadas: momentos de (re) criação da infância'

This paper presents the results of a University research and extension project conducted at an institution that provides support to children and adolescents in the city of Marília, state of São Paulo, in 2010. This project focuses on reading and storytelling activities to stimulate children to become readers and increase their cultural repertoire. The theoretical reflection is based on the studies of Vygotsky, Bakhtin and Benjamin. The practical activities were organized based on authors such as Bajard, Freinet and Coelho; and the choice of the literary works and stories follow the criteria described in the text. The activities were used with the purpose of motivating children and teenagers to read. We observed significant changes in participants, namely: better vocabulary and engagement in activities proposed. The data collected is presented in the text in the form of speech transcripts and in the reports of the book of life.

Escolhas de letras nas primeiras escritas infantis: função e unidade no discurso

The article deals, initially, from a theoretical point of view, the concept of function in the perspective of Vygotsky (2001), and functional equivalence from the point of view of Smith (1989) and articulates them with the letter funcion in the construction of words in discursive statements. Taking as reference these concepts, it was analysed writings of a student in early literacy at a school in a countryside city in the state of São Paulo, in a situation of writing letters of personal correspondence, whose data were collected in 2009 in order to determine which letters are chosen by the student and why they are chosen to record the speech. The concept of function in Vygotsky and the functional equivalence of Smith (1989) used for the analysis of corpus, revealed that the student’s decisions are characterized by diversity sources and criteria, and rely mainly on the basis that a letter can have the constitution of the word, in the process of enunciation, regardless of their phonetic correspondence. The letter, used as a basis, would lose its status as strictly technical element to achieve the status of a unit of sense since is a constituent part of discourse.

O ambiente educativo e o desenvolvimento do indivíduo portador do transtorno do déficit de atenção e hiperatividade (TDAH)

The pedagogical context can become a mediator between teaching and learning process. In a research conducted to obtain a Master’s degree, I could see how intentional organized environment refl ects in the knowledge appropriation and internalization historically produced. The objective of this study is to raise hypothesis about the favoring of the potentiating context of learning in the development of the individual with the Attention Defi cit Hyperactivity Disorder (ADHD) as well as on the organization of pedagogic environment to mediate the actions of teaching and reading learning. It is the concern to meet children with behavior considered inappropriate for the classroom environment and failure before situations that involve them. The hypothesis is that when the teaching and learning environment provides motivation to the student and awakens in him the desire to produce knowledge and take ownership of it, it is possible that it may have a potentiating development of learning. As theoretical support, I used texts from Luria (1987, 1994), Vygotsky (1994), Vigotskii, Luria and Leontiev (1998), Beaton (2005),Graeff and Vaz (2008), Pastura, Mattos and Araujo (2005). The bibliographic research was the methodology used for the study.

Jogos de faz-de-conta: contribuições para a aquisição da linguagem escrita na infância

Este artigo pretende, à luz da teoria de Vygotsky e seus colaboradores, desvelar as contribuições dos Jogos de Faz-de-conta para aquisição da linguagem escrita pelas crianças. O trabalho apresentado é decorrência dos estudos realizados para elaboração da monografia de conclusão de curso, e tem como objetivos: perceber se os jogos de faz-de-conta estão presentes na rotina das crianças pesquisadas; fazer um levantamento bibliográfico sobre o assunto, para entender o que diferentes autores pensam a respeito e discutir à luz da perspectiva histó- rico-cultural o valor que os jogos de faz-de-conta têm na aquisição da escrita pelas crianças. Cumpre salientar que os resultados apresentados são provenientes apenas dos estudos teóricos realizados, visto que fazem parte de um projeto de pesquisa ainda em andamento.

Jogo de papéis e linguagem: diálogos possíveis entre Vigotski e Bakhtin

In this paper we present ongoing research in which we approach the regulatory role of language in role play in children aged six and seven. In research, we seek an understanding of the relationship between language, ownership and complexity of the children's game. The hypothesis guiding the research is that the dialogical relations between children and adults and among children, while playing, contribute to children's learning game. Procedures are being used interpretive ethnographic research that focuses on the human meaning of social relations, waged by the subjects in a particular historical context and its elucidation and exposition by one researcher. This approach allows closer studies of Vygotsky and Bakhtin scholars of language that emphasize the regulatory role of language in human relationships and value the dialogic exchange between researcher and researched; active subjects of the research process. The data were produced by means of observation and interview, in a field diary records, photographs and audio recordings. They are being screened in thematic groups and analyzed using interpretative narration. The participants were two teachers and two classes of the first year of an Elementary school (EMEF) School of Municipal Elementary School Crane, State of Sao Paulo, totaling 45 subjects. Bearing in mind the above assumptions, are presented and analyzed data that allow to anticipate some results.

Escolhas das letras por crianças no início da Alfabetização

A presente pesquisa tem como foco verificar como se dá a apropriação da escrita por crianças no início da alfabetização, especificamente quais os recursos utilizados pelas crianças quanto às escolhas das letras durante o ato de escrever. Tem como objetivo geral analisar o processo de aquisição da escrita; verificar quais são escolhas realizadas pelas crianças durante esse processo e como objetivos específicos verificar quais os recursos utilizados pelas crianças na apropriação da linguagem escrita; como se dá o processo de escolhas das letras na apropriação da linguagem escrita por crianças no início da alfabetização e se as escolhas das letras são feitas com base somente no oral ou se são feitas tendo como foco a função que a letra ocupa na palavra durante o ato discursivo. Para alcançar os objetivos o procedimento metodológico adotado é da pesquisa-ação. Os pressupostos teóricos têm com base os conceitos defendidos por Bakhtin sobre linguagem, enunciação, gênero do discurso, e de função e de estrutura por Vygotsky entre outros, e contribuições de Smith, sobre equivalência funcional das letras. O levantamento de dados empíricos será realizado em uma Escola Estadual na cidade de Marília, com crianças de primeiro e segundo ano do ensino fundamental. A pesquisa encontra-se em estágio inicial, mas com base nos autores mencionados podemos concluir que as crianças utilizam diversos recursos no momento de escolhas das letras e não se apóiam somente na relação grafo - fônica.