Mediated memory development in pedagogical practices: the use of calendars by preschool children

Detalhes bibliográficos
Autor(a) principal: Rocha , Maria Silvia Pinto de Moura Librandi da
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pro-Posições (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656395
Resumo: This research investigates the construction and the use of external representation systems and the contribution of pedagogical practices in constituting and developing the mediated memory. Twenty-seven preschool children aged five to six years old participated on this research. A weekly calendar was chosen as a memory measurement tool, and the children, guided by their teacher, registered the activities performed in the educational context. For five weeks, it was observed how these children would appropriate (or not) such instrument. The empirical material was analyzed based on the cultural historical theory. The results show (i) the possibility to develop the mediated memory in children aged less than the age pointed out by the studies of L. S. Vygotsky and collaborators; (ii) the need for systematic pedagogical measurements along such process; (iii) heterogeneity in how the mediated memory instrument is appropriated by the subjects.
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spelling Mediated memory development in pedagogical practices: the use of calendars by preschool childrenDesenvolvimento da memória mediada em práticas pedagógicas: construção e uso de calendários por crianças da Educação InfantilMediated memoryCalendarPedagogical practicesHigher psychological functionsCultural historical theoryMemória mediadaCalendárioPráticas pedagógicasFunções psicológicas superioresTeoria histórico-culturalThis research investigates the construction and the use of external representation systems and the contribution of pedagogical practices in constituting and developing the mediated memory. Twenty-seven preschool children aged five to six years old participated on this research. A weekly calendar was chosen as a memory measurement tool, and the children, guided by their teacher, registered the activities performed in the educational context. For five weeks, it was observed how these children would appropriate (or not) such instrument. The empirical material was analyzed based on the cultural historical theory. The results show (i) the possibility to develop the mediated memory in children aged less than the age pointed out by the studies of L. S. Vygotsky and collaborators; (ii) the need for systematic pedagogical measurements along such process; (iii) heterogeneity in how the mediated memory instrument is appropriated by the subjects.Trata-se de pesquisa em que se investigou a construção e o uso de sistemas externos de representação e contribuições de práticas pedagógicas no desenvolvimento da memória mediada. Participaram 27 crianças da Educação Infantil, com idades entre 5 e 6 anos. Elegeu-se um calendário semanal como mediador da memória, no qual as crianças, orientadas pela professora, registravam as atividades realizadas no contexto educativo. Durante cinco semanas, diariamente, observaram-se modos pelos quais as crianças se apropriaram (ou não) desse instrumento. Analisou-se o material empírico a partir da teoria Histórico-cultural. Os resultados mostram (i) possibilidade de desenvolvimento da memória mediada com o auxílio de instrumentos em faixa etária anterior à apontada nos trabalhos de L. S. Vigotski e colaboradores; (ii) necessidade de mediações pedagógicas sistemáticas nesse processo; (iii) heterogeneidade nos modos de apropriação do instrumento mediador da memória.Universidade Estadual de Campinas2018-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion SearchPesquisaapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656395Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 66-91Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 66-91Pro-Posições; v. 29 n. 3 (2018): set./dez.; 66-911980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656395/21207Brazil; 2019Brasil; 2019Copyright (c) 2018 Pro-Posiçõesinfo:eu-repo/semantics/openAccessRocha , Maria Silvia Pinto de Moura Librandi da 2019-08-30T17:28:52Zoai:ojs.periodicos.sbu.unicamp.br:article/8656395Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2019-08-30T17:28:52Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Mediated memory development in pedagogical practices: the use of calendars by preschool children
Desenvolvimento da memória mediada em práticas pedagógicas: construção e uso de calendários por crianças da Educação Infantil
title Mediated memory development in pedagogical practices: the use of calendars by preschool children
spellingShingle Mediated memory development in pedagogical practices: the use of calendars by preschool children
Rocha , Maria Silvia Pinto de Moura Librandi da
Mediated memory
Calendar
Pedagogical practices
Higher psychological functions
Cultural historical theory
Memória mediada
Calendário
Práticas pedagógicas
Funções psicológicas superiores
Teoria histórico-cultural
title_short Mediated memory development in pedagogical practices: the use of calendars by preschool children
title_full Mediated memory development in pedagogical practices: the use of calendars by preschool children
title_fullStr Mediated memory development in pedagogical practices: the use of calendars by preschool children
title_full_unstemmed Mediated memory development in pedagogical practices: the use of calendars by preschool children
title_sort Mediated memory development in pedagogical practices: the use of calendars by preschool children
author Rocha , Maria Silvia Pinto de Moura Librandi da
author_facet Rocha , Maria Silvia Pinto de Moura Librandi da
author_role author
dc.contributor.author.fl_str_mv Rocha , Maria Silvia Pinto de Moura Librandi da
dc.subject.por.fl_str_mv Mediated memory
Calendar
Pedagogical practices
Higher psychological functions
Cultural historical theory
Memória mediada
Calendário
Práticas pedagógicas
Funções psicológicas superiores
Teoria histórico-cultural
topic Mediated memory
Calendar
Pedagogical practices
Higher psychological functions
Cultural historical theory
Memória mediada
Calendário
Práticas pedagógicas
Funções psicológicas superiores
Teoria histórico-cultural
description This research investigates the construction and the use of external representation systems and the contribution of pedagogical practices in constituting and developing the mediated memory. Twenty-seven preschool children aged five to six years old participated on this research. A weekly calendar was chosen as a memory measurement tool, and the children, guided by their teacher, registered the activities performed in the educational context. For five weeks, it was observed how these children would appropriate (or not) such instrument. The empirical material was analyzed based on the cultural historical theory. The results show (i) the possibility to develop the mediated memory in children aged less than the age pointed out by the studies of L. S. Vygotsky and collaborators; (ii) the need for systematic pedagogical measurements along such process; (iii) heterogeneity in how the mediated memory instrument is appropriated by the subjects.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Search
Pesquisa
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656395
url https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656395
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656395/21207
dc.rights.driver.fl_str_mv Copyright (c) 2018 Pro-Posições
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Pro-Posições
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; 2019
Brasil; 2019
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 66-91
Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 66-91
Pro-Posições; v. 29 n. 3 (2018): set./dez.; 66-91
1980-6248
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
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