Sobre a Mediação Docente Nos Primeiros Anos Do Ensino Fundamental: Um Estudo Sobre a Formação De Conceitos Em Vygotsky

Content Provider	Semantic Scholar
Author	Alegre, Porto
Copyright Year	2011
Abstract	This study is focused on the symbolic mediation undertaken by teachers in an Elementary School with children aged 7 to 8 and 10 to 16. The reflection of such practices was made in the light of interactionist theoretical assumptions. The content presentation, the cooperative tasks, the representations of the object of study, the knowledge brought by the students and the socialization of knowledge were analyzed in the two classroom groups. It was an ethnographic exploratory research with observations, interviews, field journal, and reports, within a framework of references, on indicators of scientific concept formation based on Vygotsky ́s theoretical referential. From the results obtained, in many situations, the lessons observed had an oral presentation dynamics and the teacher's content selection derived from a list that comprised parallel classes and textbooks. In other occasions, some projects were developed due to the interest demonstrated by the students and worked collectively, with a concrete exploration of the study themes. The results showed that when the group worked with projects, the results were better formalized according to the way the students were involved with the object of knowledge as to the possibility of cooperative associations and relationships. When the children worked with formal theoretical principles proposed by teachers, the way for the formation of concepts and generalizations, they were more intimidated. The group activities developed in school projects, with daily life issues, and proposals from the needs and interests of students, showed that the students had greater interaction and knowledge construction. The results of the observations and interviews were analyzed by considering Vygotsky's symbolic mediation, in which language, verbal and nonverbal signs and symbols shared in social relationships mediate the knowledge construction process. In Piaget, the focus of the genetic epistemology, as a constructivist operation, enabled the reflection on the subject's interaction with the group and also with the object of knowledge. In this study, Bakhtin ́s presence provided a vision of language that goes beyond the linguistic codes due to the ideology present in statements. These authors and their ideas on learning and development complement this time of reflecting upon the teaching practice in the everyday classroom.
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://www.lume.ufrgs.br/bitstream/handle/10183/49722/000816131.pdf?isAllowed=y&sequence=1
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article