ABSTRACT
Este artigo aborda as relações entre as concepções de sujeito e educação com base nos estudos realizados pelo grupo de pesquisa LEFoPI/UFJF. A partir da abordagem histórico-cultural, calcada nas ideias de Vigotski e Bakhtin, discute os processos de construção de subjetividade que emergem nas relações entre adultos e crianças e entre crianças mediadas pelas produções culturais desses sujeitos nos contextos da educação infantil e anos iniciais do ensino fundamental, tendo a linguagem como eixo central. Esses processos são investigados mediante dois projetos: (1) pesquisa-intervenção na perspectiva crítica de colaboração com profissionais de creche em formação continuada; (2) estudo longitudinal, que busca compreender a experiência de um grupo de crianças na transição entre a etapa da educação infantil e o ensino fundamental, focalizando especialmente a leitura. Os estudos chamam a atenção para a importância da reflexão sobre a prática e a prática da reflexão, em um movimento circunscrito ao contexto histórico-cultural de cada sujeito.(AU)
This article discusses the relationships between the concepts of subject and education based on studies conducted by the research group LEFoPI/UFJF. This is from the historical-cultural approach, based on the ideas of Vygotsky and Bakhtin that discusses the processes of construction of subjectivity that emerge in relations between adults and children and among children mediated cultural productions of these subjects in contexts of early childhood education and early years of elementary school, having the language as central subject. These processes are investigated through two projects: (1) research-intervention in critical perspective of collaboration with day care professionals in continuous formation; (2) longitudinal study, which seeks to understand the experience of a group of children in the transition from the stage of early childhood education and elementary school, focusing, especially, reading. The studies point to the importance of reflection on practice and the practice of reflection in a circumscribed movement to the historical-cultural context of each subject.(AU)
Subject(s)
Humans , Child , Adult , Language , Faculty , Child RearingABSTRACT
Este artigo aborda as relações entre as concepções de sujeito e educação com base nos estudos realizados pelo grupo de pesquisa LEFoPI/UFJF. A partir da abordagem histórico-cultural, calcada nas ideias de Vigotski e Bakhtin, discute os processos de construção de subjetividade que emergem nas relações entre adultos e crianças e entre crianças mediadas pelas produções culturais desses sujeitos nos contextos da educação infantil e anos iniciais do ensino fundamental, tendo a linguagem como eixo central. Esses processos são investigados mediante dois projetos: (1) pesquisa-intervenção na perspectiva crítica de colaboração com profissionais de creche em formação continuada; (2) estudo longitudinal, que busca compreender a experiência de um grupo de crianças na transição entre a etapa da educação infantil e o ensino fundamental, focalizando especialmente a leitura. Os estudos chamam a atenção para a importância da reflexão sobre a prática e a prática da reflexão, em um movimento circunscrito ao contexto histórico-cultural de cada sujeito
This article discusses the relationships between the concepts of subject and education based on studies conducted by the research group LEFoPI/UFJF. This is from the historical-cultural approach, based on the ideas of Vygotsky and Bakhtin that discusses the processes of construction of subjectivity that emerge in relations between adults and children and among children mediated cultural productions of these subjects in contexts of early childhood education and early years of elementary school, having the language as central subject. These processes are investigated through two projects: (1) research-intervention in critical perspective of collaboration with day care professionals in continuous formation; (2) longitudinal study, which seeks to understand the experience of a group of children in the transition from the stage of early childhood education and elementary school, focusing, especially, reading. The studies point to the importance of reflection on practice and the practice of reflection in a circumscribed movement to the historical-cultural context of each subject
Subject(s)
Humans , Child Rearing , Faculty , LanguageABSTRACT
La imagen corporal es un concepto psicológico que se refiere a la forma o percepción que las personas tienen de su propio cuerpo. Este tema ha sido trabajado desde la perspectiva neuropsicológica, la psicología cognitiva y el construccionismo social. El objetivo principal de este artículo teórico es discutir el concepto de imagen corporal desde una perspectiva compleja. Específicamente, se abordarán las concepciones de la imagen corporal y el esquema corporal como representaciones corporales que no pueden verse separadas como objetos de estudio. Desde la aplicación de la perspectiva histórico-cultural se evidencia que relaciones entre nuestro cuerpo y nuestro cerebro y lo social, no deben trabajarse de forma fragmentada.
Body image is a psychological concept that refers to people"s perception of their own body. This topic has been discussed from neuropsychological perspective, cognitive psychology and social constructionism. The aim of this article is to discuss the concept of body image from a complex perspective. Specifically, we addressed the concepts of body image and body schema as body representations that can"t be separated as objects of study. Since the implementation of the culturalhistorical perspective, it"s evident that relations between body, brain and the social aspect must not be discussed in a fragmented way.
ABSTRACT
Introducción: Esta investigación ubicada en el enfoque histórico cultural, estudia las teorías implícitas de los profesores como las representaciones construidas de experiencias académicas obtenidas en contacto con ciertos modelos socioculturales, determinados por sus prácticas de interacción social, que posibilitan la comprensión de intercambios y procesos de negociación implicados en la enseñanza. Su conocimiento permitió inferir las teorías implícitas que aplica y desarrolla el docente en su ejercicio profesional, como representación de la realidad, en donde se manifiesta sus procesos cognitivos para interpretar situaciones, predecir y comprender el comportamiento de otros y planificar el propio. Las actividades que los alumnos y profesores desarrollen al interior del aula, deben vincularse a una realidad social donde se aplicarán previamente estos conocimientos adquiridos, construyendo representaciones significativamente nuevas. Objetivo: Analizar las teorías implícitas del profesor a través de un estudio descriptivo, prospectivo. La muestra comprendió 84 maestros de 7 carreras de la FES Zaragoza UNAM. Se utilizó un instrumento adaptado de Rodrigo, Rodríguez y Marrero para ubicar el modelo de pensamiento a través del cual, el maestro construye, transmite y negocia los significados en el aula Resultados: Los resultados obtenidos permitieron conocer las teorías implícitas predominantes en el proceso enseñanza y considerarlas, antes que competir con ellas, para reemplazar o tratar de modificarlas en programas de formación docente. En el caso de enfermería las teorías predominantes son la constructivista, activa y técnica, que reflejan el sistema de enseñanza de la institución, las características de la profesión y las teorías implícitas de los maestros.
This research, placed within the historical cultural perspective has as a proposal an evaluation of implicit theories used by professors. This means that the built representations consist of academic experiences obtained because of the contact with certain socio-cultural models, defined by cultural practices and social interaction formats. This evaluation facilitates the understanding of the exchange and negotiation processes implied in the teaching process. In the educational exercise, the knowledge of implicit theories possessed by teachers allows to infer those used on their practice. The presentation of the reality is based in the use of their cognitive processes for interpreting situations, predicting and understanding other people's behavior and planning their own. Activities that students and professors should develop in the classroom must be linked to a social reality where the acquired knowledge will be applied by building new representations with high meaning levels. Objective: To analyze the implicit theories the teachers have through a descriptive, prospective study. The sample included 84 teachers from 7 different majors of the FES Zaragoza, UNAM, throughout using an adapted survey (from Rodrigo, Rodriguez & Marrero, 1993) in order to identify a thinking pattern with which the teacher builds, transmits, and negotiates the meanings in the classroom. Results: The results showed the predominant implicit theories used in the teaching process, and also, consider switching or trying to modify them in teaching formation programs, rather than compete with them. In the single case of nursing, predominant theories are constructivist, active and technical, which reflect the institutional teaching system, the professional characteristics and the implicit theories used by teachers.
