DAILY CONCEPTS AND SCHOOL LEARNING

• Autor(a) principal: Cenci, Adriane
• Data de Publicação: 2010
• Outros Autores: Adela Tonetto Costas, Fabiane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/4619
• topic: Vygotsky; dificuldades de aprendizagem; cultura.

In this work, accordingly Vygotsky theory perspective (1991), I intent to perceive thedaily concepts influences in school learning process, i.e., how the previous and external learning(out of the school) interfere in the formal education at school. When students’ daily concepts aredisregarded, supposing they have the same “cultural background”, the school denies the varietiesamong its students – even they live at the same city, they have different environmentalrelationship. People who grew in different social and cultural contexts will come to school withinformation, world knowledge also different. I.e., daily concepts of each student are singular.Therefore, the teacher needs to be aware of these singularities, because the formal education(scientific concepts) is based on previous knowledge, in what the students learn with their family,community and friends.