New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective

Detalhes bibliográficos
Autor(a) principal: dos Santos Sousa Miranda, Gilmar
Data de Publicação: 2023
Outros Autores: Catosso Salles, Atílio, Pereira de Faria, Joelma , Pioli, Márcio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/44803
Resumo: Current research on the advance of new technologies has sparked broad discussions and debates about new educational designs and/or modalities, as well as discussions about transformations in the role of the educator. At the same time, questions about learning mediated by educational technologies are emerging. In an attempt to elucidate such questions, this study sought to understand how the principles of Cultural-Historical Theory can help in the teaching practice, in face of the emergence of new digital tools and instruments in the educational context. Thus, a possible dialog with the assumptions of the Cultural-Historical perspective is contemplated, incorporating the concepts of tools, mediation, learning, and development, from Vygotsky’s theory, with the digital technologies present in everyday education, guided, then, by this theoretical and methodological approach, and based on a bibliographic research of articles that also seek this correlation. Thus, this bibliographic research, qualitative in nature, aimed to search and analyze articles that make this theoretical articulation between the main concepts of the Cultural-Historical perspective with the new technologies. We conclude that the Cultural-Historical theory can contribute to the studies about the mediation process and the use of technological instruments in education, as well as, a possibility of application of the Vygotskian assumptions to guide the teacher’s practice, regarding the process of instrumentalization, mediation, teaching, and learning.
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spelling New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspectiveLas nuevas tecnologías como instrumentos semióticos y culturales del aprendizaje: una mirada desde la perspectiva histórico-culturalAs novas tecnologias como instrumentos semióticos e culturais de aprendizagem: um olhar na perspectiva histórico-cultural Teoria Histórico CulturalTecnologiasInstrumentosMediaçãoCultural-Historical Theory TechnologiesToolsMediationTeoría histórico-cultural TecnologíasInstrumentosMediaciónCurrent research on the advance of new technologies has sparked broad discussions and debates about new educational designs and/or modalities, as well as discussions about transformations in the role of the educator. At the same time, questions about learning mediated by educational technologies are emerging. In an attempt to elucidate such questions, this study sought to understand how the principles of Cultural-Historical Theory can help in the teaching practice, in face of the emergence of new digital tools and instruments in the educational context. Thus, a possible dialog with the assumptions of the Cultural-Historical perspective is contemplated, incorporating the concepts of tools, mediation, learning, and development, from Vygotsky’s theory, with the digital technologies present in everyday education, guided, then, by this theoretical and methodological approach, and based on a bibliographic research of articles that also seek this correlation. Thus, this bibliographic research, qualitative in nature, aimed to search and analyze articles that make this theoretical articulation between the main concepts of the Cultural-Historical perspective with the new technologies. We conclude that the Cultural-Historical theory can contribute to the studies about the mediation process and the use of technological instruments in education, as well as, a possibility of application of the Vygotskian assumptions to guide the teacher’s practice, regarding the process of instrumentalization, mediation, teaching, and learning.La investigación actual sobre el avance de las nuevas tecnologías ha suscitado amplias reflexiones y disputas sobre nuevos diseños y/o modalidades educativas, así como debates sobre transformaciones en el papel del educador. Al mismo tiempo, surgen interrogantes sobre el aprendizaje mediado por las tecnologías educativas. En un intento por dilucidar tales cuestiones, este estudio buscó comprender cómo los principios de la Teoría Histórico-Cultural pueden ayudar en la práctica docente, frente a la emergencia de nuevas herramientas e instrumentos digitales en el contexto educativo. Así, se contempla un posible diálogo con los presupuestos de la perspectiva Histórico-Cultural, incorporando los conceptos de herramientas, mediación, aprendizaje y desarrollo, de la teoría de Vygotsky, con las tecnologías digitales presentes en el cotidiano educativo, guiado, entonces, por este sesgo teórico y metodológico, y basado en una investigación bibliográfica de artículos que también buscan esta correlación. Así, esta investigación bibliográfica, de naturaleza cualitativa, tuvo como objetivo buscar y analizar artículos que hacen esta articulación teórica entre los principales conceptos de la perspectiva Histórico-Cultural con las nuevas tecnologías. Se concluye que la teoría Histórico-Cultural puede contribuir en los estudios sobre el proceso de mediación y el uso de instrumentos tecnológicos en la educación, así como, una posibilidad de aplicación de los presupuestos vigotskyanos para orientar la práctica del profesor, en lo que se refiere al proceso de instrumentalización, mediación, enseñanza y aprendizaje.Pesquisas atuais sobre o avanço das novas tecnologias vêm despertando largas reflexões e contendas sobre novos desenhos e/ou modalidades educacionais, bem como discussões sobre as transformações do papel do educador. Paralelamente, afloram questões sobre a aprendizagem mediada pelas tecnologias educacionais. Buscando elucidar tais questões, este estudo procurou compreender como os princípios da teoria histórico-cultural podem coadjuvar na prática docente frente à eclosão de novas ferramentas e instrumentos digitais no contexto educacional. Contempla-se, assim, um possível diálogo com os pressupostos da perspectiva histórico-cultural, incorporando os conceitos de instrumentos, mediação, aprendizagem e desenvolvimento, da teoria de Vigotsky, com as tecnologias digitais presentes no cotidiano educacional, se orientando, então, por esse viés teórico e metodológico, e com base em uma pesquisa bibliográfica de artigos que também buscam essa correlação. Destarte, esta pesquisa bibliográfica, de natureza qualitativa, almejou buscar e analisar artigos que fazem essa articulação teórica entre os principais conceitos da perspectiva histórico-cultural com as novas tecnologias. Conclui-se que a teoria histórico-cultural pode contribuir nos estudos sobre o processo de mediação e de utilização dos instrumentos tecnológicos na educação, bem como uma possibilidade de aplicação dos pressupostos vigotskyanos para nortear a prática do professor no que se refere ao processo de instrumentalização, mediação, ensino e aprendizagem.Editora da PUCRS - ediPUCRS2023-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/4480310.15448/1981-2582.2023.1.44803Educação; Vol. 46 No. 1 (2023): Single Volume ; e44803Educação; Vol. 46 Núm. 1 (2023): Volumen único ; e44803Educação; v. 46 n. 1 (2023): Volume Único ; e448031981-25820101-465X10.15448/1981-2582.2023.1reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/44803/28399Copyright (c) 2023 Educaçãohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessdos Santos Sousa Miranda, GilmarCatosso Salles, AtílioPereira de Faria, Joelma Pioli, Márcio2024-03-12T12:41:42Zoai:ojs.revistaseletronicas.pucrs.br:article/44803Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2024-03-12T12:41:42Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective
Las nuevas tecnologías como instrumentos semióticos y culturales del aprendizaje: una mirada desde la perspectiva histórico-cultural
As novas tecnologias como instrumentos semióticos e culturais de aprendizagem: um olhar na perspectiva histórico-cultural
title New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective
spellingShingle New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective
dos Santos Sousa Miranda, Gilmar
Teoria Histórico Cultural
Tecnologias
Instrumentos
Mediação
Cultural-Historical Theory
Technologies
Tools
Mediation
Teoría histórico-cultural
Tecnologías
Instrumentos
Mediación
title_short New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective
title_full New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective
title_fullStr New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective
title_full_unstemmed New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective
title_sort New technologies as semiotic and cultural instruments of learning: a look from the cultural-historical perspective
author dos Santos Sousa Miranda, Gilmar
author_facet dos Santos Sousa Miranda, Gilmar
Catosso Salles, Atílio
Pereira de Faria, Joelma 
Pioli, Márcio
author_role author
author2 Catosso Salles, Atílio
Pereira de Faria, Joelma 
Pioli, Márcio
author2_role author
author
author
dc.contributor.author.fl_str_mv dos Santos Sousa Miranda, Gilmar
Catosso Salles, Atílio
Pereira de Faria, Joelma 
Pioli, Márcio
dc.subject.por.fl_str_mv Teoria Histórico Cultural
Tecnologias
Instrumentos
Mediação
Cultural-Historical Theory
Technologies
Tools
Mediation
Teoría histórico-cultural
Tecnologías
Instrumentos
Mediación
topic Teoria Histórico Cultural
Tecnologias
Instrumentos
Mediação
Cultural-Historical Theory
Technologies
Tools
Mediation
Teoría histórico-cultural
Tecnologías
Instrumentos
Mediación
description Current research on the advance of new technologies has sparked broad discussions and debates about new educational designs and/or modalities, as well as discussions about transformations in the role of the educator. At the same time, questions about learning mediated by educational technologies are emerging. In an attempt to elucidate such questions, this study sought to understand how the principles of Cultural-Historical Theory can help in the teaching practice, in face of the emergence of new digital tools and instruments in the educational context. Thus, a possible dialog with the assumptions of the Cultural-Historical perspective is contemplated, incorporating the concepts of tools, mediation, learning, and development, from Vygotsky’s theory, with the digital technologies present in everyday education, guided, then, by this theoretical and methodological approach, and based on a bibliographic research of articles that also seek this correlation. Thus, this bibliographic research, qualitative in nature, aimed to search and analyze articles that make this theoretical articulation between the main concepts of the Cultural-Historical perspective with the new technologies. We conclude that the Cultural-Historical theory can contribute to the studies about the mediation process and the use of technological instruments in education, as well as, a possibility of application of the Vygotskian assumptions to guide the teacher’s practice, regarding the process of instrumentalization, mediation, teaching, and learning.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/44803
10.15448/1981-2582.2023.1.44803
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/44803
identifier_str_mv 10.15448/1981-2582.2023.1.44803
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/44803/28399
dc.rights.driver.fl_str_mv Copyright (c) 2023 Educação
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Educação
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 46 No. 1 (2023): Single Volume ; e44803
Educação; Vol. 46 Núm. 1 (2023): Volumen único ; e44803
Educação; v. 46 n. 1 (2023): Volume Único ; e44803
1981-2582
0101-465X
10.15448/1981-2582.2023.1
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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