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

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O movimento ambientalista e as propostas de implantação de usinas de álcool no pantanal de Mato Grosso do Sul (1979-2009): um espaço sócio-ocupacional para o Serviço Social de MS

Pós-graduação em Serviço Social - FCHS

Fatores microbiológicos e imunológicos envolvidos no desenvolvimento da cárie precoce da infância

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

Currículo na educação infantil: implicações da teoria Histórico-Cultural

Pós-graduação em Educação - FFC

Bauhaus: uma contribuição pedagógica para a produção industrial, artística e cultural

This work intends to study the Bauhaus school, analyzing their fundamentals, objectives, proposals, methodology and contribution to the development of industrial production today.

Professores de arquitetura diante da questão do desenvolvimento humano e da inclusão social das pessoas com deficiência

Professors of Architecture on the Subject of Human Development and Social Inclusion of People With Disabilities Historical-Cultural Psychology believes that the people appropriate the culture and develop themselves by social interactions. The architect acts indirectly on human development by producing spaces that allow varying levels of interaction between individuals. To know if the Brazilian Architecture courses are graduating professionals who facilitate the social inclusion of people with disabilities, this research aimed to investigate the concepts of Architecture teachers of a public university about this theme. After the interviews, the reports obtained were submitted to the categorical-content analysis method. Technical concepts predominated over reflective ones, except for the architecture concept, classified as a knowledge area which brings gains to human life.

O saber escolar como parte das formas mais desenvolvidas de saber: a questão cultural na Educação Matemática

This article considers the scholastic knowledge as the expression of the most developed forms of knowledge in face of the actual development stage of the mathematics. Thus, it supports that the relation between the scholastic mathematics and the mathematics produced in different social contexts, comprises a relation between the most developed (scholastic knowledge) facing the least developed (knowledge acquired from diverse social contexts). For this reason, this work comprises some specificities of the socialhistorical development of the mathematics and the implications decurrent from this, in relation to the cultural aspect for teaching mathematics.

Reflexões sobre o desenvolvimento da prática social e a produção e sistematização do conhecimento matemático

The aim of this study is to reflect about the cultural aspects concerning Mathematics Education, from the relationship betwen the development of the social practice and the production and systematization of knowledge about Mathematics. Thus, in first instance, there is a reflection about the producton level of mathematics knowledge in diverse social contexts, facing the level of complexity of the investigated reality. In a second instance, considerations are made about the necessity of understanding the culture phenomenum, in a totalizing perspective and the implications facing the atomization of culture in researches of ethnographic aspects about the production of mathematics in specific social contexts.

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.

Por que aprender isso, professora? Sentido pessoal e atividade de estudo na psicologia histórico-cultural

This research investigated the process of personal sense attribution to the study activity of students in Elementary School. The theoretical reference is the Historical-Cultural Psychology. It was conducted with students from 4th grade in a public school. The methodological procedures were: observation the daily life of a classroom; learning oriented situations; focus groups; interviews. As a result, we sought to define the analysis unit: the relation between the study activity motives and the objectives of study actions. It is defended the thesis that for the scholar learning to happen, the study actions of the students must have a personal sense correspondent to the motives and to the social meanings of the study activity, towards the human development promotion.

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.

A cultura escrita nos anos iniciais do ensino fundamental: implicações pedagógicas da Teoria Histórico- Cultural

Pós-graduação em Educação - FFC

Design, implementação e estudo de uma rede sócio profissional de professores de matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A situação social de desenvolvimento das crianças de dois a três anos: um estudo com enfoque nas experiências vivenciadas na escola de Educação Infantil

Pós-graduação em Educação - FFC

Projeto de Futuro na dimensão sócio afetiva: como se constroem as percepções de alunos(as) do Ensino Secundário em Portugal e do Ensino Médio no Brasil

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