Academic literature on the topic 'Vygotskii'
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Journal articles on the topic "Vygotskii"
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Amico, Stephen. "‘The most Martian of Martianesses’: Zhanna Aguzarova, (post-)Soviet rock ‘n’ roll, and the musico-linguistic creation of the ‘outside’." Popular Music 33, no. 2 (April 8, 2014): 243–67. http://dx.doi.org/10.1017/s0261143014000294.
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AbstractThis article focuses on the Soviet/post-Soviet singer Zhanna Aguzarova, as both frontwoman for the seminal Russian rock ‘n’ roll bandBravoand as a solo artist. Contextualising her musical output within the singer's frequent allusions to and performances of extraterrestrialism, and drawing upon works of Kristeva and Vygotskii, I contend that Aguzarova's voice and frequent use of vocables contributed to a creation of a performative space ‘outside’ of and in contradistinction to the linguistically over-determined ‘official’ Soviet space. In conclusion, however, I problematise the creation of a simple binary, showing how Aguzarova's musical Russianness, as well as her emigration from and return to Russia, constitute a type of ‘rooted Otherness’.
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Stepanova, M. A. "The Problem of Instruction and Development in the Works of L.S. Vygotskii and P. Ia. Gal'perin." Russian Education & Society 45, no. 6 (June 2003): 73–87. http://dx.doi.org/10.2753/res1060-9393450673.
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S. Mali, Nagina, and Smt Saraswati A. Kamble. "Curricular Engagement with Reference to Vygotski’s Thoughts." Jurnal Ilmiah LISKI (Lingkar Studi Komunikasi) 6, no. 1 (February 3, 2020): 1. http://dx.doi.org/10.25124/liski.v6i1.2517.
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Education helps to learner’s personal, social and academic development. Society is the community that provides positive environment to school where learner learns. It is universal expectation from learner that they should become active and make interaction with society. Nowadays, students are becoming active, creative and collaborative. But how learner learns is a valuable dimension of learner’s social development. Where learner is unable to learn individually, in that case there is need of peers, adults and assisted media that can promote and help in learning joyfully. Vygotski's thoughts are related to learner’s social development. His ZPD (Zone of Proximal Development) is a valuable contribution in education. He considers learner’s language, culture, intellectual level, peers, media and adult affects on learner’s development. Curricular Engagement is one of the Teaching-Learning approach that involves in learner’s social development. It is interactions between school, learner, society, teacher and media. Interaction builds knowledge, creates healthy relationship, leads to win-win approach and provides cultural environment. The similarities of Vygotski’s theory and Curricular Engagement both are emphasizes on interaction with peer, teacher, media and adult. In this conceptual paper researchers have explained how Vygotskian thoughts support to curricular engagement with multicultural, multilingual context.
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Yasnitsky, Anton, and Michel Ferrari. "From Vygotsky to Vygotskian psychology: Introduction to the history of the Kharkov School." Journal of the History of the Behavioral Sciences 44, no. 2 (2008): 119–45. http://dx.doi.org/10.1002/jhbs.20303.
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Barroco, Sônia Mari Shima. "Vygotski’s theories on Defectology: contributions to the special education of the 21st century." Educação 41, no. 3 (December 30, 2018): 374. http://dx.doi.org/10.15448/1981-2582.2018.3.31826.
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This text exposes the pertinence of L. S. Vygotski’s (1896-1934) theoretical-methodological assertions to the Soviet Defectology at its original birth, when our today’s Basic Education universalization did not exist yet, to Special Education of the 21st century, when the right to Education in democratic states is regarded as a means of social and educational inclusion. The author turns out to be revolutionary for subsidizing an integrated vision of the constitution of the human psychic activity, defending the plain possibility of humanization, the formation of cultural building of human species in both ableb and disabled people. *** Teorizações de Vygotski sobre a Defectologia: contribuições à educação especial do século XXI ***O texto expõe a pertinência das asserções teórico-metodológicas de L. S. Vygotski (1896-1934) à Defectologia Soviética em seu contexto original, quando a Educação Básica não era universalizada, e as coloca em perspectiva para o século XXI, quando a Educação é assumida como direito para todos, nos Estados democráticos e sob a perspectiva da inclusão social e educacional. O autor revela-se revolucionário por subsidiar uma visão integrada da constituição do psiquismo humano, por defender a possibilidade de humanização, a formação do edifício cultural nas pessoas com e sem deficiências.Palavras-chave: Vygotski; Educação Especial; Defectologia.
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BRÅTEN, IVAR. "Vygotsky as Precursor to Metacognitive Theory: III. Recent Metacognitive Research within a Vygotskian Framework." Scandinavian Journal of Educational Research 36, no. 1 (January 1992): 3–19. http://dx.doi.org/10.1080/0031383920360101.
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Sveshnikov, Alexander Vyacheslavovich. "L.S. Vygotsky On Psychological Properties of Art Form Organization." Journal of Flm Arts and Film Studies 7, no. 2 (June 15, 2015): 84–96. http://dx.doi.org/10.17816/vgik7284-96.
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The article discusses central concepts of artistic perception and creativity theory as presented in L.S. Vygotskys treatise The Psychology of art which focuses primarily on artistic feeling and catharsis as distinct psychological phenomena. Unlike a widely accepted view, Vygotskys work shows that form and content in art do not necessarily need to correspond. The perceptual conflict staged by contradictory relationship between the original artistic premises within these two categories is an essential requirement for, and is resolved by, the resulting integrated aesthetic experience. Based on Vygotskys reasoning, the current article suggests a set of criteria that identify the main characteristics of the compositional organization of a piece of art. The psychological aspects of artistic perception described by Vygotsky argue for objective existence of aesthetic values. Vygotskys reasoning emphasizes true aesthetic value of a piece of art and thus provides the foundation for sound argumentation against evaluation approaches based mainly on its worth on the collectors market. This article highlights the parts of his theory that describe the psychological patterns used to resolve perceptive inconsistencies and harmonize personal value systems. The concepts discussed in Vygotskys works, in particular his theory of catharsis, reveal deep psychological mechanisms of artistic perception. Such mechanisms reflect the organisational complexity of an art form which may at first glance seem to only be a means of pleasure and entertainment.
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Van Der Veer, R. "Vygotsky's Developmental Psychology." Psychological Reports 59, no. 2 (October 1986): 527–36. http://dx.doi.org/10.2466/pr0.1986.59.2.527.
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Contemporary child psychologists make increasing use of ideas formulated by the Soviet psychologist Lev S. Vygotsky. Only part of his work, however, has been Translated into English. This makes our impression of Vygotsky's developmental psychology incomplete. The present paper seeks to provide additional relevant information, as yet unknown in Anglosaxon countries. The purpose is to complete our knowledge of Vygotskian ideas and to show that part of his theory is still relevant to present research in developmental psychology.
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Sève, Lucien. "Actuel Vygotski." Actuel Marx 2, no. 2 (1987): 103. http://dx.doi.org/10.3917/amx.002.0103.
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Schwartz, Yves. "Vygotski/Spinoza." Revue philosophique de la France et de l'étranger 140, no. 4 (2015): 561. http://dx.doi.org/10.3917/rphi.154.0561.
Full textDissertations / Theses on the topic "Vygotskii"
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Whiteman, Peter John School of Music & Music Education UNSW. "How the bananas got their pyjamas: A study of the metamorphosis of preschoolers' spontaneous singing as viewed through Vygotsky's Zone of Proximal Development." Awarded by:University of New South Wales. School of Music and Music Education, 2001. http://handle.unsw.edu.au/1959.4/17801.
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Throughout childhood, children experience the social semiotic of music in a variety of ways. As they sing, dance, move, and play, they enjoy making and listening to music. Childhood is also a time of immense change. During their early years, children grow and develop at a faster rate than at any other time in their lives, displaying an intense proliferation of ways of knowing about the world. As part of the industrious activity that accompanies this explosion of knowledge, children sing many songs. It is through sensitive investigation of these songs that we can begin to understand what children know about music, and the place that it is afforded in the social milieux within which they participate. Children???s songs have been the focus of investigation for a number of years, with a range of studies reporting on the manner in which they reflect musical development. Several researchers have reported on children???s songs from a developmental perspective, while others have focussed on the social and functional contexts of the songs. These various approaches have established some basic principles concerning the development of children???s musical skills and knowledge. It is accepted that as children mature, they are likely to exhibit changes in their musical understanding and abilities. However, the diverse range of inquiries that have been undertaken, although rigorous, have resulted in fragmented and irresolute information about the manner in which these changes take place. Research into all areas of children???s development has recently undergone a paradigm shift, with current views focussing on the agency of children and their development within a social context. Such perspectives view the acquisition of knowledge as a dynamic process that occurs as children interact with others, and therefore place great importance on a range of environments in which this knowledge gain takes place. This thesis reports on a 3-year longitudinal study of eight preschool-aged children who were attending a long day care centre in Sydney. Regular video-recordings were made of the children???s spontaneous singing during free play, with each child recorded approximately once per month. Camera tapes were examined and all examples of the participants??? singing were transferred to VHS tapes for transcription and analysis. The resulting 443 songs were transcribed using Western notation, and each play episode and associated song then coded for musical aspects such as song type, melodic range and level of temporal organisation, as well as social aspects such as song function and social roles taken on by the children. The notion of social role was informed by Vygotsky???s Zone of Proximal Development. In addition to base data such as the child???s name and the date of the observation, the resultant dataset was transferred to a qualitative software package (NUD???IST) for subsequent analysis and interpretation. Results of the study indicate that the children used songs for specific purposes, and that patterns of musical development were distinctly different for each child. While interacting with their playmates, the children used both explicit and implicit tools to acquire and transmit musical signs. During this process, the status of knowledgeable other was often conferred on a playmate by a less knowledgeable member of the group, and was not solely dependent on chronological age. The results exhibit some congruence with prior studies, especially those for which the social context of music-making was an important consideration. The findings expand previous developmentally-based investigations by showing that conceptions based on a unidirectional model of musical development, closely linked to chronological age, need to be refined to consider the diversity of social contexts and generative processes within which children???s musical cultures can be defined. The current study supports a modular conception of musical development allied with recent social reconstructions of childhood. Some substantiation of previously reported Western musical universals was found in the children???s production of a specific form of chant, and their ability to operate within meaningful musical units such as phrases. The thesis includes a discussion of practical and theoretical implications that arise from the findings. Several implications for the classroom are offered. Among the most important are that children???s musical constructions should be utilised as important components of planned teaching and learning experiences, because they are capable of producing sophisticated music if afforded the opportunity to do so. Careful observation of existing musical knowledge and its incorporation in teachers??? programming will facilitate an efficient and appropriate mode of teaching and learning, based on the needs and interests of the children. As the children were able to scaffold each other in the process of transmitting and acquiring musical knowledge, it appears advantageous to group them in mixed ages for at least some part of the week. However, without some intervention on the part of the teacher, it seems that they would likely rely on a fairly restricted collection of scaffolding behaviours. Additional research is recommended to determine the value of a number of strategies that can be used to meet the musical needs of preschool-aged children beyond the current research site. Indeed, the outcomes of the study question the importance of striving for a unidirectional model of musical development, immersed in the veil of teleology, and suggest that further research be undertaken in the area of children???s songs, which acknowledges the social agency of children, and their roles in their own musical cultures.
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Gonçalves, Cleidilene Alves de Araújo. "Calorias dos alimentos : uma abordagem temática e lúdica para o ensino de termoquímica." reponame:Repositório Institucional da UFOP, 2016. http://200.239.128.16/handle/123456789/6361.
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Programa de Pós-Graduação em Ensino de Ciências, Instituto de Ciências Exatas e Biológicas, Universidade Federal de Ouro Preto.Submitted by Lucas Almeida (secretaria@mpec.ufop.br) on 2016-04-11T16:27:15Z No. of bitstreams: 3 license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) DISSERTAÇÃO_CaloriasAlimentosAbordagem.pdf: 1462127 bytes, checksum: 6f273568d2ef2fc779374cd52a38abf1 (MD5) PRODUTO_CaloriasAlimentosAbordagem.pdf: 953300 bytes, checksum: f6f50cb67a0414ab44a14c9f2ecc58fe (MD5)
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O principal objetivo desse trabalho foi relacionar alguns conceitos estudados em termoquímica como energia, calor, temperatura e caloria com o valor energético dos alimentos. A partir dos alimentos o ser humano encontra nutrientes como fonte de energia para a realização das diversas funções orgânicas. A energia de uma forma geral é de fundamental importância para a evolução tecnológica de um país, que busca incessantemente condições de fornecê-la para o desenvolvimento social da população. Nesta pesquisa o tipo de energia analisada vem dos alimentos, sendo de igual modo importante, pois cada dia mais as pessoas têm se preocupado com a saúde e a obesidade. Para melhor entendimento desse conteúdo e aproximação ao cotidiano dos estudantes, foi desenvolvida uma sequência didática associando aula dialógica expositiva, atividade experimental e atividade lúdica. A aplicação da aula dialógica expositiva possibilitou a participação ativa dos estudantes. A partir dessa troca de informações, foi desenvolvida uma atividade experimental com o uso de um calorímetro alternativo, para compreensão das trocas de calor na queima do alimento. Foi realizada uma atividade lúdica com a participação do professor e dos estudantes, permitindo a interação e a colaboração entre os participantes mais capazes. Essa atividade foi realizada de forma cooperativa entre dois ou mais indivíduos, estratégia que proporciona a oportunidade para a imitação e aprendizagem de acordo com a zona proximal de Vygotsky, possibilitando o processo de construção do conhecimento. A partir do uso de atividades lúdicas foi observado o desenvolvimento cognitivo dos estudantes. Essa ação além de prazerosa e divertida teve um papel importante na assimilação dos conceitos de ciências investigados. _______________________________________________________________________________________
ABSTRACT: The major purpose of this work was relate some studied concepts at thermochemical such as energy, heat, temperature and calorie with the energy value of the foods. From the food, the human encounters nutrients as a source of energy for carrying out the various organic functions. The energy, in general, is of fundamental importance for the technological evolution of a country, which seeking constantly conditions to provide it for the social development of the population. In this research, the type of energy analyzed come from the food, it equally important, because every day more people are worried about your health and obesity. For better understanding of this content and approach to the daily life of the students, a didactic sequence was developed associating expository dialogic class, experimental activity and ludic activity. The application of expository dialogical class enabled the active participation of the students. From this exchange of information, an experimental activity with the use of an alternative calorimeter was developed for understanding the exchange of heat in the burning of the food. A ludic activity with the participation of teachers and students was held, allowing interaction and collaboration between the most able participants. This activity was carried out cooperatively between two or more individuals, a strategy that provides the opportunity for imitation and learning according to the proximal zone of Vygotsky, enabling the knowledge construction process. From the use of ludic activities, cognitive development of students was observed. This action beyond pleasant and entertaining played an important role in the assimilation of the concepts of science investigated.
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[UNESP], Sant'ana Regiane Ferreira. "Atividade humana e atividade da mediação dialético-pedagógica: colaborações de Vigotski." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/99182.
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santana_rf_me_arafcl.pdf: 1280059 bytes, checksum: 3917f040b16325ff31d971c16acba2f7 (MD5)A dificuldade no ensino da matemática, reiteradamente apontada pelos professores, é evidenciada pelos baixos índices de aprendizagem dos alunos, segundo os dados divulgados pelas avaliações externas que recaem sobre a educação escolar brasileira. Investigar a organização das aulas, para então discutir sobre uma proposição teórica e metodológica para as mesmas, é o objetivo central desta dissertação. Diante do exposto, e por entender que uma correta organização e desenvolvimento dos conceitos pode colaborar para a aprendizagem destes, visamos desenvolver uma proposição metodológica para a aula coerente com o materialismo histórico dialético, a partir de atividade que desenvolva conceitos e esteja fundamentada nas categorias atividade mediada1 e mediação dialética e pedagógica2, as quais serão estudadas no decorrer dos capítulos. A intenção desta investigação é a de colaborar com as discussões atuais sobre o ensino e aprendizagem de matemática em sala de aula, elaborando, a partir das categorias citadas, um corpo teórico que envolva a organização metodológica do conceito, o seu desenvolvimento e a sua avaliação como alternativa metodológica que proporciona aos alunos a elaboração dos conceitos matemáticos por meio da superação
The difficulty in teaching mathematics, repeatedly pointed out by teachers, is evidenced by low levels of students’ learning, according to data released through the ratings that are attributed to Brazilian education. To investigate classes organization and then discuss about a theoretical and methodological proposition for these classes is the fundamental objective of this essay. Considering the above and our belief (that the correct organization and development of concepts can help their learning), we aim to develop a methodological proposition for the math class as an educational activity that develops concepts from the categories mediated activity1 and dialectical and educational mediation2. The intent of this research is to collaborate with the current discussions about teaching and learning mathematics preparing, from the categories mentioned above, a theoretical methodology involving the organization of the concept, its development and its evaluation as a methodological alternative, which provides students with the creation of mathematical concepts by overcoming their difficulties
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Alves, Alvaro Marcel Palomo [UNESP]. "As teorias do jogo infantil de Vygotsky e Winnicott: uma análise intersubjetiva." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/105591.
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000730070.pdf: 598860 bytes, checksum: e5faf71bebacf48f1b148b6d1e4c46e1 (MD5)O jogo se configura numa das mais antigas atividades humanas. Repleto de significados foi incorporado na linguagem, na arte, na religião e na cultura em geral. Seus estudiosos se estendem pela Filosofia (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), História (ARIÈS, 1978; CAILLOIS, 1958), Teoria da Comunicação (POSTMAN, 1994), Antropologia (GEERTZ, 1989; MALINOWSKI, 1978) e inevitavelmente pela Educação e Psicologia. Embora nos reportemos com freqüência as demais ciências, nosso trabalho se insere numa tradição psicológica. Buscamos nas teorias do psicólogo russo Lev Vygotsky (1896-1934) e do psicanalista inglês Donald Winnicott (1896-1971) uma alternativa para a compreensão do jogo infantil e seu significado na produção da subjetividade. Partimos da apresentação dos autores e suas respectivas biografias intelectuais, detalhando suas concepções de indivíduo, sujeito e meio (social, ambiental e cultural), para em seguida explorarmos conceitualmente zonas de sentido entre suas teorias. Na direção metodológica encaminhamos a discussão a partir da Epistemologia Qualitativa desenvolvida por Gonzalez Rey, criando zonas de sentido entre as concepções de ambiente e jogo infantil. Diante da morte precoce de Vygotsky e a consequente interrupção das suas pesquisas sobre o jogo, buscamos nas teorias dos seus alunos e colaboradores - principalmente Leontiev e Elkonin - os princípios ontogenéticos do jogo infantil complementares à explanação vigotskiana. Defendemos que uma teoria do jogo infantil deve buscar origens nas relações sociais mais primitivas do indivíduo, bem como no uso mais precoce que este faz dos objetos. Tais relações foram amplamente detalhadas por Winnicott na sua teoria dos fenômenos e objetos transicionais e acreditamos que podem ser relevantes para a compreensão do jogo protagonizado, tal qual desenvolvido por Elkonin e Vygotsky
The game is set in one of the oldest human activities. It was full of meanings embedded in language, art, religion, and culture in general. His scholars extend the Philosophy (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), History (ARIÈS, 1978; CAILLOIS, 1958), Communication Theory (POSTMAN, 1994), Antropology (GEERTZ, 1989; MALINOWSKI, 1978) and inevitably for Education and Psychology. Although we refer frequently to other sciences, our work is part of a psychological tradition. We seek theories of the Russian psychologist Lev Vygotsky (1896-1934) and the English psychoanalyst Donald Winnicott (1896-1971) an alternative to the understanding of children's play and its significance in the production of subjectivity. We start from the presentation of the authors and their intellectual biographies, detailing their conceptions of individual, subject and the environment (social, environmental and cultural), then to conceptually explore areas of meaning between their theories. Following toward a methodological discussion, we discuss the Qualitative Epistemology developed by Gonzalez-Rey, creating zones of meaning between the concepts of environment and children's game. Given the early death of Vygotsky and the consequent disruption of their research into the game, we turn to the theories of his students and collaborators - mostly Leontiev and Elkonin – with the principles ontogenetic children's game, a complementary explanation to Vygotsky’s theory. We argue that a theory of children's play should seek origins in more primitive social relations of the individual as well as the earlier use of objects that he makes. Such relationships have been widely detailed by Winnicott in his theory of phenomena and transitional objects, and we believe may be relevant to understanding the game played in children, as it was developed by Eldkonin and Vygotsky
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Silva, Luciene de Fátima da [UNESP]. "Um estudo da monitoria de licenciandos em um centro de ciências para a melhoria da formação inicial de professores de física." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/90917.
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A presente dissertação buscou investigar e diagnosticar a qualidade da formação docente de licenciandos de um curso de Física por meio de sua atuação como monitores em um centro de ciências. Participaram da pesquisa seis alunos do Curso de Licenciatura em Física da Universidade Federal de Juiz de Fora - UFF - aos quais foram propostas a apresentação, a alunos do ensino fundamental de escolas da região, de duas demonstrações experimentais disponíveis no centro de ciências dessa universidade: 1) Arrepiar cabelos e II) Cama e banco de pregos. Foram investigadas as estratégias didáticas utilizadas pelos licenciandos-monitores e o domínio conceitual dos conteúdos apresentados, utilizando-se material empírico por mieo de anotação das apresentaçõpes das demonstrações experimentais. A análise das apresentações baseou-se no processo de formação de conceitos e na interrelação entre conceitos científicos apresentados pela Teoria Sócio-hiostórica de Vygostsky e nos construtos teóricos, definição de situação, a intersubjetividade e mediação semiótica, sugerido por Werstch (1984) para a melhor compreensão do conceito de Vygotskyano de zona de desenvolvimento imediato. Os resultados mostraram, de um lado, a deficiente formação pedagógica e conceitual dos licenciandos investigados em relação as demonstrações apresentadas e, de outro, a validade da utilização do ambiente de um centro de ciências para diagnosticar e aprimorar a qualidade da formação inicial de licenciados em Física
In this work, we sought to investigate and diagnose the quality of teacher education of undergraduates in courses in Physics, through their role as monitors in a science center. Six students of Physics form the Universidade Federal de Juiz de Fora (UFJF) participated of research, to whom where proposed presentation, to elementary students from area schools, of two experimental demonstrations available at the Science Center of this University: (a) ruffling hairs and (b) bank and bed of nails. Some teaching strategies used by undergraduates-monitors and conceptual domain of content submitted were investigated, using empirical data obtained data obtained by the annotation of presentations of experimental demonstrations. The analysis of the presentations was based on the process of formation of concepts and the interrelationship between scientific conceps presented by Socio-historical Theory of Vygotsky and the theoretical constructs, definition of situation, intersubjectivity and semiotic mediation, suggested by Wertsch (1984) for a better understanding of the concept Vygotskian of the Zone of Proximal Development. The results showed, on the one hand, a defective conceptual and pedagogical training of undergraduates investigated in relation to statements made and, on the other hand, the validity of using the environment of a science center to diagnose and improve the quality of training of undergraduates in Physics
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SILVA, JÚNIOR Augusto Márcio da. "Microgênese do desenvolvimento sociocultural do raciocínio lógico-matemático mediado por tecnologias educacionais." Universidade Federal de Alfenas, 2018. https://bdtd.unifal-mg.edu.br:8443/handle/tede/1117.
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Adota-se como premissa desta pesquisa aplicada obter indícios do desenvolvimento de habilidades de raciocínio lógico-matemático pela aprendizagem em programação em blocos, mediada pela utilização de tecnologias digitais da informação e comunicação. Para tal, realizaram-se capacitações online, com pessoas de diferentes faixas etárias e escolaridade, via ambiente virtual de aprendizagem (AVA) Moodle, configuradas de modo a fomentar as interações entre os participantes utilizando como base as teorias socioculturais. Outrossim, introduziram-se os princípios da computação e pensamento computacional com foco nas ferramentas Code.org e Scratch, consistindo em um ambiente de educação online com múltiplos desafios divididos em etapas e graus de dificuldade. Os resultados indicaram que a proposta teve o principal resultado esperado (melhoria no raciocínio lógico-matemático) fora alcançado. Além disso, houve a percepção positiva de melhora na resolução de problemas do cotidiano, indicando a proposta como promissora para o ensino-aprendizagem do pensamento computacional e da programação em blocos.It is adopted as a premise of this applied research to get indications of the development of logical-mathematical reasoning abilities by the learning in programming in blocks, mediated by the use of digital technologies of information and communication. To this end, online trainings were carried out, with people of different age groups and schooling, via virtual learning environment (AVA) Moodle, configured in order to foster interactions among participants based on sociocultural theories. In addition, the principles of computation and computational thinking focused on the Code.org and Scratch tools were introduced, consisting of an online education environment with multiple challenges divided into stages and degrees of difficulty. The results indicated that the proposal had the main expected result (improvement in logical-mathematical reasoning). In addition, there was a positive perception of improvement in the resolution of everyday problems, indicating the proposal as promising for the teaching-learning of computational thinking and block programming.
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Rabatini, Vanessa Gertrudes [UNESP]. "A concepção de cultura em Bruner e Vigotski: implicações para a educação escolar." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92407.
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A presente pesquisa de mestrado teve como objetivo analisar a concepção de cultura em obras selecionadas do psicólogo norte-americano Jerome Bruner e do psicólogo soviético Lev Semenovich Vigotski e as suas implicações para a Educação Escolar. Este trabalho é fruto de uma pesquisa de iniciação científica, que analisou as concepções de escola em autores contemporâneos sob a perspectiva da Teoria da Atividade, comparando-as com as ideias pedagógicas contidas nos trabalhos de Vigotski, Leontiev e Luria. No decorrer dessa pesquisa constatou-se que muitas dessas concepções sobre a escola eram perpassadas pela questão da cultura. Portanto, com o objetivo de um estudo aprofundado, selecionamos autores como Bruner e Vigotski porque ambos desenvolveram uma concepção de cultura que traz várias implicações para a Educação Escolar na atualidade. Para analisar a cultura nas obras de Bruner e Vigotski, procedemos inicialmente a uma primeira leitura exploratória por meio da qual apreendemos de suas obras núcleos teóricos conceituais, sejam eles: universo simbólico, narrativa e comunidade cultural, para o primeiro autor; e natureza social do psiquismo, signos ou instrumentos culturais e função psíquica superior, para o segundo autor. Feito isso, realizamos uma análise comparativa dessa concepção e constatamos que Bruner transita em um veio fenomenológico hermenêutico, afirmando premissas da pós-modernidade e do multiculturalismo; enquanto Vigotski em uma vertente materialista histórico-dialética sustenta a ontologia do ser ligado à sua historicidade e às relações sociais. No que tange a análise dialética singular-particular-universal, concluímos que a concepção de cultura entre os dois autores se distancia. Para Bruner essa concepção é focada na particularidade aparente, já Vigotski, entende que a prática humana, na qual se inclui a produção da cultura,...
The objective of this master’s research was to analyze the concept of culture in selected works of the North American psychologist, Jerome Bruner, and of the Soviet psychologist, Lev Semenovich Vigotski, and the implications for school education. This work is the result of scientific initiation research and is an analysis of the concept of school in the writings of contemporary authors, from the perspective of the activity theory, comparing these concepts with the pedagogical ideas in the work of Vigotski, Leontiev and Luria. During the research, it was found that many of these concepts of school are imbued with the issue of culture. In order to carry out an in-depth study, we selected authors like Bruner and Vigotski, as both developed a concept of culture that has various implications for school education today. To analyze the concept of culture in the work of Bruner and Vigotski, we began with an initial exploratory reading through which we grasped the existence in their work of a theoreticalconceptual unity, as follows: symbolic universe, cultural narrative and community in the case of the first author, and the social nature of psychism, signs or cultural instruments, and superior psychic function, in the case of the second author. That done, we carried out a comparative analysis of this conception and found that Bruner follows a hermeneutic phenomenological vein, affirming the premises of postmodernism and multiculturalism, while Vigotski, from a materialistic, historical-dialectic angle, supports the ontology of being linked to his historicity and social relations. With regard to the singular-particular-universal dialectic analysis, we concluded that the conception of culture is distant when comparing these two authors. For Bruner, the conception is focused on particularity, while for Vigotski, it is human practice, including the production of culture, which always contains the ... (Complete abstract click electronic access below)
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Bartfai, Sara. "Algoritmen som kulturellt redskap : Fyra elevers förståelse av additionsalgoritmen." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30927.
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The aim of this investigation has been to examine four students, in a second grade class in Stockholm, understanding of the addition algorithm. A small field study has been carried out including both interviews and classroom studies. Vygotsky’s socio-cultural theory and more specifically the concepts of mediation and cultural tools have been applied. Vygotsky asserts that our contact with the world is mediated by cultural tools. The addition algorithm is in this thesis seen as a cultural tool that the students are to appropriate. The results show a variation of the student’s understanding of the addition algorithm. Most importantly it shows that it is possible for students to “say more than they know” with the use of the algorithm. It is difficult to see how much a student really understand of a mathematical concept and easier to see if they do not understand it or are using it in an inappropriate way. Therefore it is necessary for teachers to form a dialogue with the students and ask them why they do as they do while using different mathematical concepts, such as addition algorithms, to acquire a perception of their mathematical understanding.
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Gustafsson, Håkan. "Vygotskij och Leontjev om lek." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33868.
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Den här uppsatsen handlar om de sovjetiska psykologerna Vygotskij och Leontjevs teoretiska perspektiv på lek, så som Vygotkji presenterar sin teori i förläsningen Lekens roll i barnets psykiska utveckling 1933 (1981) och så som Leontjev presenterar sin teori i artikeln Lekens psykologiska grundvalar i förskoleåldern 1944 (1982). Den här uppsatsen bygger på en kvalitativ hermeneutisk textanalys av dessa två källor, och ställer sig frågan vad Vygotskijs och Leontjevs teorier betyder? Analysen anlägger dels ett hermeneutiskt historiskt perspektiv och dels ett nutids historiskt pedagogiskt perspektiv. För det nutidspedagogiska perspektivet använder jag mig av det skandinaviska forskningsfältet lekpedagogik, framför allt Birgitta Knutsdotter Olofsson, Fredrik Ole Lillemyr och Gunilla Lindqvist. För det hermeneutiskt historiska perspektivet använder jag mig av en kvalitativ textanalys där jag har systematiserat de två texterna i vardera tre analysteman. Vygotskijs föreläsning har jag sammanfattat och tolkat utifrån följande analysteman: förändrade handlingsmotiv, separationen mellan det visuella fältet och betydelsefältet och sambandet mellan rollek och regellek. Leontjevs artikel har jag sammanfattat och tolkat utifrån analystemana förändrade handlingsmotiv, leken som reproduktion och sambandet mellan rollek och regellek. Samtliga av analystemana är hermeneutiska delar av respektive texters helheter. Temana har jag analyserat dels som bryt- och beröringspunkter mellan Vygotskij och Leontjev och dels utifrån de begrepp som ligger till grund för den kulturhistoriska teorin.I analysen kommer jag fram till att förändrade handlingsmotiv ligger till grund för både Vygotskij och Leontjevs teorier, även om de skiljer sig åt något i sina respektive definitioner. Vidare kommer jag fram till att både Vygotskij och Leontjev baserar sin syn på utvecklingen av barns lek från rollek till regellek på en liknande historiegenetisk analys. Den stora skillnaden, som jag har funnit i min analys, är att Leontjev behandlar leken som ett yttre fenomen, som en verksamhet, medan Vygotskij behandlar leken som ett inre-yttre fenomen. Alltså som en verksamhet men också som en inre process där barnets idéer, emotioner och fantasi driver leken.This essay discusses the theories on children’s play of two sovjetic psychologists: Lev S. Vygotsky and Aleksei N. Leontiev. It focuses specifically on Vygotsky’s lecture Play and its role in the Mental Development of the Child from 1933, and on Leontiev’s article The Psychological Principles of Preschool Play from 1944. Through a qualitative hermeneutic textual analysis of these two sources, the essay explores the meaning of Vygotsky’s and Leontiev’s theories, both from a hermeneutical, historical perspective, and a contemporary historical, educational perspective. The contemporary pedagogical perspective is based primarily on the Scandinavian research field of “play pedagogy”, and the research of Birgitta Knutsdotter Olofsson, Fredrik Ole Lillemyr and Gunilla Lindqvist. The hermeneutical, historical perspective is present through a qualitative text analysis. In this analysis, the contents of the two texts are systematized and interpreted with the use of three analytical themes. In Vygotsky’s lecture, the following themes are identified: changing motives of action, the separation between the visual field and the meaning field and the relationship between role play and rule play. In Leontiev’s article, these three themes are found: changing motives of action, play as reproduction, and the relationship between role play and rule play. All of the analytical themes are hermeneutic parts of the texts as a whole. The themes are analyzed both as differences and similarities between Vygotsky and Leontiev, and also as concepts that form the basis for the cultural-historical theory. The analysis show that the theme of changing action motives is at the base of both Vygotsky’s and Leontiev’s theories, although their definitions of this theme differ somewhat. The study also found that both Vygotsky and Leontiev based their theories on the development of children's play from role play to rule play on a similar historical genetic analysis. The major difference found between Vygotsky and Leontiev is that Leontjev treats play primarily as an external phenomenon and as an external activity, whereas Vygotsky treats play both as an external activity, like Leontiev, and as an internal process, in which the child's ideas, emotions and imagination drives play forward.
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Gomes, Francine Lopes [UNESP]. "Lineamentos da atividade mediadora em Vygotski." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/90315.
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Este trabalho pretende apresentar os lineamentos da atividade mediadora captada por Vygotski a partir da apreensão das determinações do desenvolvimento do comportamento e do psiquismo humanos. A pesquisa apontou que no processo de desdobrar-se em ser humano do homem ressalta-se a importância fundamental da apropriação das objetivações humano-genéricas que constituem fundamento e impulso essencial para a formação psicológica humana sendo que, no âmbito do desenvolvimento do comportamento e psiquismo, esta apropriação ocorre por meio da atividade mediadora. Esta investigação pautou-se em pesquisa bibliográfica e na análise imanente das seguintes obras: Instrumento e Signo no Desenvolvimento da Criança – trabalho escrito em conjunto com A. R. Luria –, História do Desenvolvimento das Funções Psíquicas Superiores e Pensamento e Linguagem. Além disso, também se buscou recuperar, ainda que de modo limitado ao objetivo desta pesquisa, a complexa discussão sobre como se concretizou a gênese do ser humano, aspecto essencial para a consideração da arquitetônica vygotskiana, a partir das observações de Lukács em Para uma Ontologia do Ser Social (1979).
This work intends to expose the mediated activity lineaments grabed by Vygotski coming out of an appreehension from the human behavior development and psyche determinations. The research seized that on the very proccess of men’s being human accentuates the main significance of appropriation of human’s generic objectivations which composes the basis and impulse to the psychological constitution that on the behavior and psyche development occur through mediated activity. This investigation had occured based on bibliographic research and through immanent analysis of the following works: Tool and Sign in the Development of the Child – co-authored by A. R. Luria –, History of the Development of Higher Mental Functions and Cognition and Language. Besides, even restrict for this research object, it was attempted to recover a complex discussion about the human being genesis on the G. Lukacs’s Ontology of Social Being (1979), an essential matter to the vigostkian architecture.
Books on the topic "Vygotskii"
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Dobkin, S. F. L.S. Vygotskiĭ: Nachalo puti : vospominanii︠a︡ S.F. Dobkina o Lʹve Vygotskom ; Rannie statʹi L.S. Vygotskogo. Ierusalim: Ierusalimskiĭ izdatelʹskiĭ t︠s︡entr, 1996.
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Vygotski maintenant. [Paris]: La Dispute, 2012.
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Yasnitsky, Anton. Vygotsky. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504.
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I͡Aroshevskiĭ, Mikhail Grigorʹevich. Lev Vygotsky. Moscow: Progress Publishers, 1989.
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Veer, René van der. Lev Vygotsky. London: Continuum, 2007.
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Lipman, Matthew. Natasha: Vygotskian dialogues. New York: Teachers College Press, 1996.
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Daniels, Harry. Vygotsky and research. New York, NY: Routledge, 2008.
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Veer, René van der, 1952- and Valsiner Jaan, eds. The Vygotsky reader. Oxford, UK: Blackwell, 1994.
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Vygotsky in perspective. Cambridge: Cambridge University Press, 2011.
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W, Rieber R., Robinson David Kent 1954-, and Bruner Jerome S, eds. The essential Vygotsky. New York: Kluwer Academic/Plenum Publishers, 2004.
Find full textBook chapters on the topic "Vygotskii"
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Sutton, Andrew. "L. S. Vygotskii: The Cultural-Historical Theory, National Minorities and the Zone of Next Development." In Cultural Diversity and Learning Efficiency, 89–117. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19131-4_5.
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Robbins, Dorothy. "Background Information on Vygotskian Theory and Vygotsky the Man." In Vygotsky’s Psychology-Philosophy, 1–18. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1293-6_1.
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Thompson, Ian. "Vygotsky." In The Palgrave Encyclopedia of the Possible, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_144-1.
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Bodrova, Elena, and Deborah J. Leong. "The Vygotskian and Post-Vygotskian Approach." In Theories of Early Childhood Education, 58–70. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315641560-5.
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Yasnitsky, Anton. "Prophet." In Vygotsky, 1–16. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-1.
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Yasnitsky, Anton. "Bolshevik." In Vygotsky, 17–30. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-2.
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Yasnitsky, Anton. "Reflexologist." In Vygotsky, 31–42. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-3.
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Yasnitsky, Anton. "Psychologist." In Vygotsky, 43–78. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-4.
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Yasnitsky, Anton. "Revisionist." In Vygotsky, 79–105. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-5.
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Yasnitsky, Anton. "Holist." In Vygotsky, 106–21. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-6.
Full textConference papers on the topic "Vygotskii"
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Maia, Rosiery, Anderson Abner Souza, and Luiz Marcos Gonalves. "Rules for Robotic Cooperation Based on Vygotsky and Piaget." In 2015 12th Latin American Robotics Symposium (LARS) and 2015 3rd Brazilian Symposium on Robotics (LARS-SBR). IEEE, 2015. http://dx.doi.org/10.1109/lars-sbr.2015.71.
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Ferrero, Federico. "Learning to Program Computers: Systematic Literature Review and Vygotskian Discussion." In 2019 XIV Latin American Conference on Learning Technologies (LACLO). IEEE, 2019. http://dx.doi.org/10.1109/laclo49268.2019.00040.
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Cowling, Michael, and Robert Vanderburg. "An Interactive Virtual Reality Physics Instructional Environment based on Vygotskian Educational Theory." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0116.
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Physics Education is a popular application for Virtual Reality (VR), with many simulations being available for students to manipulate objects in virtual space. However, most of these applications take a Piagetian approach to learning, instructing first in a traditional way and then exposing students to VR in a sandbox environment without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in virtual space. Using gravity and circular motion as a case study, this paper discusses a design to facilitate this learning comprising a virtual universe with control of planet placement and size, external satellite placement and size, as well as gravitational forces acting on these objects, along with a design-based research (DBR) research design to evaluate both usability and learning for the intervention.
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Ana, Almeida, Santana Joseffy, Pessoa Taynara, Cordeiro Delly, and Sotero Ana. "A TEORIA E INFLUÊNCIA DE LEV VYGOTSKY PARA O ENSINO E APRENDIZAGEM." In V Congresso Internacional das Licenciaturas. Instituto Internacional Despertando Vocações, 2018. http://dx.doi.org/10.31692/2358-9728.vcointerpdvl.2018.00175.
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Clarin, M. V. "THE HERITAGE OF VYGOTSKY AND THE BASIS OF COACHING. ZONE OF NEAREST DEVELOPMENT." In SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-57-7.63.68.
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статья посвящена применению понятия зоны ближайшего развития (ЗБР) Л.С. Выготского в работе коуча, в которой происходит сдвиг фокусировки внимания с обучения на развитие. В коучинге зону ближайшего развития взрослого, профессионала, управленца можно определить посредством тех задач, которые он стремится, но не может адекватно решить сам. Противодействие в статье рассматривается как один из источников развития. Представление о зоне ближайшего развития продуктивно для коучинговой работы и заслуживает того, чтобы стать одной из составляющих подготовки и профессионального развития коучей.
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Maciel, Kátia, Geruza Gadelha, and Adriana Leite Limaverde Gomes. "O DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS COM DEFICIÊNCIA: CONTRIBUIÇÕES DE PIAGET, VYGOTSKY E WALLON." In Congresso Brasileiro de Educação Especial. Campinas - SP, Brazil: Galoa, 2014. http://dx.doi.org/10.17648/galoa-cbee-6-28259.
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Wijiastuti, Asri, Siti Masitoh, Ima Kurrotun Aini, and Febrita Ardianingsih. "Indigenus Inclusive Education Concept Based on Ki Hadjar Dewantara Values and Dysontogenesis Vygotsky Theory." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.125.
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De Mendonça, Candido, and Luciano Digiampietri. "Uma Ferramenta para Ensinar Introdução à Teoria da Computação." In XXIV Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wei.2016.9686.
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Manter a motivação e o interesse do aluno desde o primeiro dia de aula é um dos maiores desafios da educação superior. O qual fica mais acentuado nas disciplinas teóricas. Este trabalho reporta a aplicação do conceito de “zona de desenvolvimento proximal” da teoria de Vygotsky na construção de uma ferramenta (“brinquedo”) utilizada como proposta para mediar conflitos dos alunos na aprendizagem do conteúdo da disciplina “Introdução à Teoria da Computação”.
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BERNARDES FORTES, NATHALIA, and FABIANE ANGÉLICA DE AGUIAR. "A AFETIVIDADE PRESENTE NAS INTERAÇÕES EM CURSOS EAD: SOB A PERSPECTIVA DE VYGOTSKY E WALLON." In 25º CIAED Congresso Internacional ABED de Educação a Distância. Associação Brasileira de Educação a Distância - ABED, 2019. http://dx.doi.org/10.17143/ciaed/xxvciaed.2019.28219.
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"Social and Educational Inclusion of Children with Special Needs: Approach of L. S. Vygotsky School." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium75-78.
Full textReports on the topic "Vygotskii"
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Sørensen, Anders Dræby. Praksis og kontekst i pædagogisk psykologi: Vygotsky, Schön, Lave & Wenger. Aarhus University, 2015. http://dx.doi.org/10.7146/aul.102.93.
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Mosquera-Rodas, Jhon Jairo. La psicología existencialista, el psicoanálisis, la interacción del aprendizaje y el desarrollo de Vygotsky. Tres perspectivas diversas de la psicología científica. Universidad Cooperativa de Colombia, 2018. http://dx.doi.org/10.16925/greylit.2383.
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