THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação em Revista |
Texto Completo: | https://periodicos.ufmg.br/index.php/edrevista/article/view/37501 |
Resumo: | This text is an effort of theorization, resulting from a research about the designated activeteaching-learning methodologies in higher education, more particularly in the context of health education,developing an analysis based on the theoretical-methodological assumptions of the historical-culturalconception of human development. The theoretical option is based on Vigotski School theoretical background, with the contributions of Lev S. Vygotsky and Alexei Leontiev, based on their Theory ofActivity. Objectively, we intend to develop a theoretical and conceptual framework able to mediate otherreadings about what can be called active in active methodologies, from the historical-cultural perspective.The scope of this objective is guided by the assumptions of historical-dialectical materialism, the referencematrix of historical-cultural theory, which demands the observance of a moving and multideterminedobject. Possible results of this project indicate affirmatively to the possibility of thinking about thedesignated active methodologies in the scope of the historical-cultural theory of human psychicdevelopment. Our initial conclusions indicate possibilities of to think, organize and propose teaching andlearning activities in higher education, understanding the active as a movement of cognition that iseffective in the apprehension of human objectivations and the constitution of subjectivation processesthrough human typically activity. |
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THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATIONEL ACTIVO DE METODOLOGÍAS ACTIVAS: CONTRIBUCIONES DE LA TEORÍA HISTÓRICO-CULTURAL A LOS PROCESOS DE ENSEÑANZA Y APRENDIZAJE EN LA EDUCACIÓN SUPERIORO ATIVO DAS METODOLOGIAS ATIVAS: CONTRIBUIÇÕES DA TEORIA HISTÓRICOCULTURAL PARA OS PROCESSOS DE ENSINAR E APRENDER NA EDUCAÇÃO SUPERIORDesenvolvimento humanoFormação profissional em saúdeTeoria da atividadeHuman developmentProfessional training in healthActivity theoryDesarrollo humanoFormación profesional en saludTeoría de la actividadThis text is an effort of theorization, resulting from a research about the designated activeteaching-learning methodologies in higher education, more particularly in the context of health education,developing an analysis based on the theoretical-methodological assumptions of the historical-culturalconception of human development. The theoretical option is based on Vigotski School theoretical background, with the contributions of Lev S. Vygotsky and Alexei Leontiev, based on their Theory ofActivity. Objectively, we intend to develop a theoretical and conceptual framework able to mediate otherreadings about what can be called active in active methodologies, from the historical-cultural perspective.The scope of this objective is guided by the assumptions of historical-dialectical materialism, the referencematrix of historical-cultural theory, which demands the observance of a moving and multideterminedobject. Possible results of this project indicate affirmatively to the possibility of thinking about thedesignated active methodologies in the scope of the historical-cultural theory of human psychicdevelopment. Our initial conclusions indicate possibilities of to think, organize and propose teaching andlearning activities in higher education, understanding the active as a movement of cognition that iseffective in the apprehension of human objectivations and the constitution of subjectivation processesthrough human typically activity. El presente texto traduce un esfuerzo de teorización resultante de pesquisa acerca de lasllamadas metodologías activas de enseñanza-aprendizaje en la educación superior, más precisamente enel contexto de la formación en salud, emprendiendo un análisis orientado por los presupuestos teóricosmetodológicos de la concepción histórico-cultural de desarrollo humano. Se supone, particularmente, elmarco teórico de la Escuela de Vigotski, con las contribuciones de Lev S. Vigotski y Alexei Leontiev, apartir de su Teoría de la Actividad. Objetivamente, perseguimos desarrollar un cuadro teórico-conceptualcapaz de mediar otras lecturas sobre lo que se puede llamar de activo en las metodologías activas, desdeuna perspectiva histórico-cultural. El alcance de ese objetivo se orienta por los presupuestos delmaterialismo histórico-dialéctico, matriz de referencia de la teoría histórico-cultural, lo que demanda laobservación de un objeto en movimiento y multideterminado. Posibles resultados de ese emprendimientoseñalan afirmativamente para la posibilidad de pensar las llamadas metodologías activas en el alcance dela teoría histórico-cultural de desarrollo psíquico humano. Nuestras (in) conclusiones iniciales apuntanposibilidades de pensar, organizar y proponer actividades de enseñanza y de aprendizaje en la educaciónsuperior comprendiendo el activo como movimiento de cognición que se efectiva en la percepción deobjetivaciones del género humano y de constitución de procesos de subjetivación por medio de laactividad típicamente humana.O texto em tela traduz um esforço de teorização decorrente de pesquisa em torno daschamadas metodologias ativas de ensino-aprendizagem na educação superior, mais precisamente nocontexto da formação em saúde, empreendendo uma análise pautada pelos pressupostos teóricometodológicos da concepção histórico-cultural de desenvolvimento humano. Assume-se,particularmente, o marco teórico da Escola de Vigotski, com as contribuições de Lev S. Vigotski e AlexeiLeontiev, a partir de sua Teoria da Atividade. Objetivamente, perseguimos desenvolver um quadroteórico-conceitual capaz de mediar outras leituras sobre o que se pode chamar de ativo nas metodologiasativas, desde uma perspectiva histórico-cultural. O alcance desse objetivo se orienta pelos pressupostosdo materialismo histórico-dialético, matriz de referência da teoria histórico-cultural, o que demanda aobservância de um objeto em movimento e multideterminado. Possíveis resultados desseempreendimento sinalizam afirmativamente para a possibilidade de pensar as chamadas metodologiasativas no escopo da teoria histórico-cultural de desenvolvimento psíquico humano. Nossas (in)conclusões iniciais apontam possibilidades de pensar, organizar e propor atividades de ensino e deaprendizagem na educação superior, compreendendo o ativo como movimento de cognição que seefetiva na apreensão de objetivações do gênero humano e de constituição de processos de subjetivaçãopor meio da atividade tipicamente humana.Educação em Revista 2020-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestextoapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37501Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37501/29227https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMARIA ALVES, SOLANGE PAZ ARRUDA TEO, CARLA ROSANE 2021-12-15T18:05:34Zoai:periodicos.ufmg.br:article/37501Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2021-12-15T18:05:34Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION EL ACTIVO DE METODOLOGÍAS ACTIVAS: CONTRIBUCIONES DE LA TEORÍA HISTÓRICO-CULTURAL A LOS PROCESOS DE ENSEÑANZA Y APRENDIZAJE EN LA EDUCACIÓN SUPERIOR O ATIVO DAS METODOLOGIAS ATIVAS: CONTRIBUIÇÕES DA TEORIA HISTÓRICOCULTURAL PARA OS PROCESSOS DE ENSINAR E APRENDER NA EDUCAÇÃO SUPERIOR |
title |
THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION |
spellingShingle |
THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION MARIA ALVES, SOLANGE Desenvolvimento humano Formação profissional em saúde Teoria da atividade Human development Professional training in health Activity theory Desarrollo humano Formación profesional en salud Teoría de la actividad |
title_short |
THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION |
title_full |
THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION |
title_fullStr |
THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION |
title_full_unstemmed |
THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION |
title_sort |
THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION |
author |
MARIA ALVES, SOLANGE |
author_facet |
MARIA ALVES, SOLANGE PAZ ARRUDA TEO, CARLA ROSANE |
author_role |
author |
author2 |
PAZ ARRUDA TEO, CARLA ROSANE |
author2_role |
author |
dc.contributor.author.fl_str_mv |
MARIA ALVES, SOLANGE PAZ ARRUDA TEO, CARLA ROSANE |
dc.subject.por.fl_str_mv |
Desenvolvimento humano Formação profissional em saúde Teoria da atividade Human development Professional training in health Activity theory Desarrollo humano Formación profesional en salud Teoría de la actividad |
topic |
Desenvolvimento humano Formação profissional em saúde Teoria da atividade Human development Professional training in health Activity theory Desarrollo humano Formación profesional en salud Teoría de la actividad |
description |
This text is an effort of theorization, resulting from a research about the designated activeteaching-learning methodologies in higher education, more particularly in the context of health education,developing an analysis based on the theoretical-methodological assumptions of the historical-culturalconception of human development. The theoretical option is based on Vigotski School theoretical background, with the contributions of Lev S. Vygotsky and Alexei Leontiev, based on their Theory ofActivity. Objectively, we intend to develop a theoretical and conceptual framework able to mediate otherreadings about what can be called active in active methodologies, from the historical-cultural perspective.The scope of this objective is guided by the assumptions of historical-dialectical materialism, the referencematrix of historical-cultural theory, which demands the observance of a moving and multideterminedobject. Possible results of this project indicate affirmatively to the possibility of thinking about thedesignated active methodologies in the scope of the historical-cultural theory of human psychicdevelopment. Our initial conclusions indicate possibilities of to think, organize and propose teaching andlearning activities in higher education, understanding the active as a movement of cognition that iseffective in the apprehension of human objectivations and the constitution of subjectivation processesthrough human typically activity. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer reviewed Revisado por pares Avaliado por Pares texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/37501 |
url |
https://periodicos.ufmg.br/index.php/edrevista/article/view/37501 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/37501/29227 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://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 |
Educação em Revista |
publisher.none.fl_str_mv |
Educação em Revista |
dc.source.none.fl_str_mv |
Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020) 1982-6621 0102-4698 reponame:Educação em Revista instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Educação em Revista |
collection |
Educação em Revista |
repository.name.fl_str_mv |
Educação em Revista - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
||sergiocirino99@yahoo.com|| revista@fae.ufmg.br |
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