Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6973 |
Resumo: | The research integrates the Field of Research of Special Education of the Program of Post Graduation in Education of UFSM. The issues which initiated the research are derived from the work developed with two boys (univiteline twins) that present learning disabilities. The main objective of the research was to understand how the mediating processes influence the formation of everyday concepts, more specifically mathematical everyday concepts, and how the latter interfere in the formation of scientific concepts and in school learning, wich can trigger learning disabilities. Thus, looking for methodological support in the principles of Qualitative Epistemology of González Rey and in the Vygotskian premises which point to the inseparability between theory and method, a work was developed along with the two boys with pedagogical assistance and following up in class during a semester. The actions in the field were being defined according to the advance of the interpretations in the light of empirical observations and with the progress of the theoretical studies. The indicators that had been appearing along the investigation headed to three nucleus or areas of meaning which gave intelligibility to the case, that is, it allows to perceive/interpret/comprehend the case. The first nucleus of meaning centers in the relation between everyday concepts and scientific concepts and ratifies the interrelation Vygotsky proposed that existed between both. Proceeding, in the second area of meaning it was perceived the issue of mediation as central in the process of formation of concepts, attesting that the shortage of experiences of mediated learning brought on the incipient development of everyday concepts in both children as basis for the nucleus we have also looked for references in the work of Reuven Feuerstein. The third area of meaning invokes again the referential of González Rey and indicates the importance of the study of subjectivity, since learning involves more than cognition, it involves aspects related to emotions, expectations, and to the motivation of learning such aspects are in the constitution of learning disabilities in the subjects of research. We believe that the contributions of research for the area (field) of Education and Special Education come in the amplification of interpretation regarding the formation of concepts in Vygotsky. In the investigated case, it was verified that the absence of mediated learning experiences and also that subjective meanings allied to the low expectation of school success are factors that influence the formation of everyday concepts and consequently interfere in the formation of scientific concepts and in school learning, setting off learning disabilities. |
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Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagemMediating processes and formation of everyday concepts: implications for learning disabilitiesFormação de conceitos cotidianosExperiência de aprendizagem mediadaSubjetividadeDificuldades de aprendizagemFormation of everyday conceptsExperience of mediated learningSubjectivityLearning desabilitiesCNPQ::CIENCIAS HUMANAS::EDUCACAOThe research integrates the Field of Research of Special Education of the Program of Post Graduation in Education of UFSM. The issues which initiated the research are derived from the work developed with two boys (univiteline twins) that present learning disabilities. The main objective of the research was to understand how the mediating processes influence the formation of everyday concepts, more specifically mathematical everyday concepts, and how the latter interfere in the formation of scientific concepts and in school learning, wich can trigger learning disabilities. Thus, looking for methodological support in the principles of Qualitative Epistemology of González Rey and in the Vygotskian premises which point to the inseparability between theory and method, a work was developed along with the two boys with pedagogical assistance and following up in class during a semester. The actions in the field were being defined according to the advance of the interpretations in the light of empirical observations and with the progress of the theoretical studies. The indicators that had been appearing along the investigation headed to three nucleus or areas of meaning which gave intelligibility to the case, that is, it allows to perceive/interpret/comprehend the case. The first nucleus of meaning centers in the relation between everyday concepts and scientific concepts and ratifies the interrelation Vygotsky proposed that existed between both. Proceeding, in the second area of meaning it was perceived the issue of mediation as central in the process of formation of concepts, attesting that the shortage of experiences of mediated learning brought on the incipient development of everyday concepts in both children as basis for the nucleus we have also looked for references in the work of Reuven Feuerstein. The third area of meaning invokes again the referential of González Rey and indicates the importance of the study of subjectivity, since learning involves more than cognition, it involves aspects related to emotions, expectations, and to the motivation of learning such aspects are in the constitution of learning disabilities in the subjects of research. We believe that the contributions of research for the area (field) of Education and Special Education come in the amplification of interpretation regarding the formation of concepts in Vygotsky. In the investigated case, it was verified that the absence of mediated learning experiences and also that subjective meanings allied to the low expectation of school success are factors that influence the formation of everyday concepts and consequently interfere in the formation of scientific concepts and in school learning, setting off learning disabilities.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorA pesquisa se insere na Linha de Pesquisa de Educação Especial investigando as dificuldades de aprendizagem a partir das idéias de Vygostsky acerca da formação de conceitos. As questões que desencadearam a pesquisa são decorrentes do trabalho desenvolvido, durante a graduação em Educação Especial, com dois meninos (irmãos gêmeos univitelinos) que apresentam dificuldades de aprendizagem. O objetivo central da investigação foi compreender como os processos mediativos influenciam a formação dos conceitos cotidianos, mais especificamente conceitos cotidianos matemáticos, e como estes últimos interferem na formação de conceitos científicos e na aprendizagem escolar, podendo desencadear dificuldades de aprendizagem. Para tanto, buscando apoio nas premissas vygotskyanas que apontam a inseparabilidade de teoria e método e nos princípios metodológicos da Epistemologia Qualitativa de González Rey desenvolveu-se um trabalho envolvendo atendimentos pedagógicos e acompanhamento em sala de aula durante um semestre junto aos dois meninos. As ações em campo foram se definindo conforme avançavam as interpretações a luz das observações empíricas e com o progresso dos estudos teóricos. Os indicadores que foram surgindo ao longo da investigação conduziram a três núcleos ou zonas de sentido que deram inteligibilidade ao caso, isto é, que permitiram perceber/interpretar/compreender o caso. O primeiro núcleo de sentido centra-se na relação entre os conceitos cotidianos e os conceitos científicos e ratifica a interelação que Vygotsky propunha haver entre ambos. Prosseguindo, na segunda zona de sentido percebe-se a questão da mediação como central no processo de formação de conceitos, evidenciando que a escassez de experiências de aprendizagem mediada acarretou o incipiente desenvolvimento dos conceitos cotidianos nas duas crianças fundamentando esse núcleo buscou-se também referências na obra de Reuven Feuerstein. A terceira zona de sentido recorre novamente ao referencial de González Rey e aponta a importância do estudo da subjetividade, pois a aprendizagem envolve mais que cognição; envolve aspectos relacionados às emoções, às expectativas, à motivação do aprender tais aspectos estão na constituição das dificuldades de aprendizagem nos sujeitos da pesquisa. Acredita-se que as contribuições da pesquisa para a área da educação vêm na ampliação da interpretação a respeito da formação de conceitos em Vygotsky. No caso investigado constatou-se que a ausência de experiências de aprendizagem mediada e que sentidos subjetivos ligados à baixa expectativa de sucesso escolar são fatores que influenciam a formação dos conceitos cotidianos e consequentemente interferem na aprendizagem escolar, desencadeando as dificuldades de aprendizagem.Universidade Federal de Santa MariaBREducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCostas, Fabiane Adela Tonettohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4762392A2Damiani, Magda Florianahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781551E7Naujorks, Maria Inêshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4765577U7Cenci, Adriane2011-12-092011-12-092011-03-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfCENCI, Adriane. MEDIATING PROCESSES AND FORMATION OF EVERYDAY CONCEPTS: IMPLICATIONS FOR LEARNING DISABILITIES. 2011. 179 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011.http://repositorio.ufsm.br/handle/1/6973porinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2017-12-02T14:50:09Zoai:repositorio.ufsm.br:1/6973Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2017-12-02T14:50:09Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem Mediating processes and formation of everyday concepts: implications for learning disabilities |
title |
Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem |
spellingShingle |
Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem Cenci, Adriane Formação de conceitos cotidianos Experiência de aprendizagem mediada Subjetividade Dificuldades de aprendizagem Formation of everyday concepts Experience of mediated learning Subjectivity Learning desabilities CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem |
title_full |
Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem |
title_fullStr |
Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem |
title_full_unstemmed |
Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem |
title_sort |
Processos mediativos e formação de conceitos cotidianos: implicações nas dificuldades de aprendizagem |
author |
Cenci, Adriane |
author_facet |
Cenci, Adriane |
author_role |
author |
dc.contributor.none.fl_str_mv |
Costas, Fabiane Adela Tonetto http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4762392A2 Damiani, Magda Floriana http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781551E7 Naujorks, Maria Inês http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4765577U7 |
dc.contributor.author.fl_str_mv |
Cenci, Adriane |
dc.subject.por.fl_str_mv |
Formação de conceitos cotidianos Experiência de aprendizagem mediada Subjetividade Dificuldades de aprendizagem Formation of everyday concepts Experience of mediated learning Subjectivity Learning desabilities CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Formação de conceitos cotidianos Experiência de aprendizagem mediada Subjetividade Dificuldades de aprendizagem Formation of everyday concepts Experience of mediated learning Subjectivity Learning desabilities CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The research integrates the Field of Research of Special Education of the Program of Post Graduation in Education of UFSM. The issues which initiated the research are derived from the work developed with two boys (univiteline twins) that present learning disabilities. The main objective of the research was to understand how the mediating processes influence the formation of everyday concepts, more specifically mathematical everyday concepts, and how the latter interfere in the formation of scientific concepts and in school learning, wich can trigger learning disabilities. Thus, looking for methodological support in the principles of Qualitative Epistemology of González Rey and in the Vygotskian premises which point to the inseparability between theory and method, a work was developed along with the two boys with pedagogical assistance and following up in class during a semester. The actions in the field were being defined according to the advance of the interpretations in the light of empirical observations and with the progress of the theoretical studies. The indicators that had been appearing along the investigation headed to three nucleus or areas of meaning which gave intelligibility to the case, that is, it allows to perceive/interpret/comprehend the case. The first nucleus of meaning centers in the relation between everyday concepts and scientific concepts and ratifies the interrelation Vygotsky proposed that existed between both. Proceeding, in the second area of meaning it was perceived the issue of mediation as central in the process of formation of concepts, attesting that the shortage of experiences of mediated learning brought on the incipient development of everyday concepts in both children as basis for the nucleus we have also looked for references in the work of Reuven Feuerstein. The third area of meaning invokes again the referential of González Rey and indicates the importance of the study of subjectivity, since learning involves more than cognition, it involves aspects related to emotions, expectations, and to the motivation of learning such aspects are in the constitution of learning disabilities in the subjects of research. We believe that the contributions of research for the area (field) of Education and Special Education come in the amplification of interpretation regarding the formation of concepts in Vygotsky. In the investigated case, it was verified that the absence of mediated learning experiences and also that subjective meanings allied to the low expectation of school success are factors that influence the formation of everyday concepts and consequently interfere in the formation of scientific concepts and in school learning, setting off learning disabilities. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-12-09 2011-12-09 2011-03-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
CENCI, Adriane. MEDIATING PROCESSES AND FORMATION OF EVERYDAY CONCEPTS: IMPLICATIONS FOR LEARNING DISABILITIES. 2011. 179 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/6973 |
identifier_str_mv |
CENCI, Adriane. MEDIATING PROCESSES AND FORMATION OF EVERYDAY CONCEPTS: IMPLICATIONS FOR LEARNING DISABILITIES. 2011. 179 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2011. |
url |
http://repositorio.ufsm.br/handle/1/6973 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922105072549888 |