scholarly journals A COMPREENSÃO DOS PROFESSORES SOBRE AS DIFICULDADES NO PROCESSO DE ESCOLARIZAÇÃO: análise com pressupostos Vigotskianos

2014 ◽  
Vol 21 (1) ◽  
pp. 42
Author(s):  
Nilza Sanches Tessaro Leonardo ◽  
Marilda Gonçalves Dias Facci ◽  
Maria Júlia Lemes Ribeiro
Keyword(s):  
Educational Psychology ◽  
Cultural Psychology ◽  
Process Analysis ◽  
Northern Region ◽  
Point Of View ◽  
Cultural Goods ◽  
Number Of Children ◽  
Education School ◽  
Schooling Process ◽  
Teaching Learning

Atualmente, temos um grande contingente de crianças frequentando a escola, porém muitos alunos não têm se apropriado dos conhecimentos curriculares, fato que é objeto de estudos no âmbito da Educação e da Psicologia Escolar e Educacional. Nesse contexto, nosso objetivo é apresentar a compreensão de professores sobre as dificuldades encontradas no processo de escolarização e o relato que fazem sobre o enfrentamento dessas dificuldades em uma cidade do Norte do Paraná. Para tanto, inicialmente, faremos uma discussão sobre o fracasso escolar; na sequência, apresentaremos alguns pressupostos do processo ensino-aprendizagem com fundamentos na Psicologia Histórico-Cultural e, finalmente, apresentaremos dados de uma pesquisa sobre as queixas escolares realizada com trinta professores das séries iniciais do Ensino Fundamental de cinco escolas. Nossa conclusão foi que uma visão culpabilizante e individualizadora continua explicando as dificuldades no processo de escolarização e que os alunos vivem em uma sociedade excludente, a qual não socializa os bens materiais e culturais de forma igualitária. Também, concluímos ser necessário propor mediações diferenciadas, para que todos os estudantes tenham acesso ao conhecimento.PALAVRAS-CHAVE: Queixas escolares. Educação. Psicologia escolar e educacional. Psicologia histórico-cultural. TEACHERS’ UNDERSTANDING ON DIFFICULTIES IN THE SCHOOLING PROCESS: analysis with vygotskian assumptionsABSTRACT: Nowadays, a great number of children are going to school; however there is a general complaintthat many of those children are not internalizing curriculum knowledge. This fact has actually been focused in studies by Education and by School and Educational Psychology. This paper focus on teachers’ understanding about difficulties involved in the schooling process and the reporting made about facing them in a town in the northern region of the state of Paraná, Brazil. A discussion of school failure will be held, followed by some presuppositions of the teaching-learning process foregrounded on Historical and Cultural Psychology. Data from a research on school complaints with thirty teachers of the first forms of the Primary School from five schools will be given. A guilt-ridden and individualized point of view is still rife to explain the difficulties in the schooling process. Further, data reveal that students live in an excluding societywhich does not socialize equally material and cultural goods. Differentiated mediations are required so that knowledge may be accessible to all students.KEYWORDS: School complaints. Education. School and educational psycology. Historical and cultural psychology.  EL ENTENDIMIENTO DE LOS PROFESORES SOBRE LAS DIFICULTADES EN EL PROCESO DE ESCOLARIZACIÓN: análisis con presupuestos vigotskianosRESUMEN: Actualmente hay un gran contingente de niños frecuentando la escuela, sin embargo muchos alumnos no se han apropiado de los conocimientos curriculares, hecho éste que es objeto de estudios en el ámbito de la Educación y de la Psicología Escolar y Educacional. En ese contexto, nuestro objetivo es presentar el entendimiento de profesores sobre las dificultades encontradas en el proceso de escolarizacióny el relato que se hacen sobre el enfrentamiento de ellas en una ciudad del Norte de Paraná. Para tanto, inicialmente haremos una discusión sobre el fracaso escolar; en la secuencia presentaremos algunos presupuestos del proceso enseñanza-aprendizaje, con fundamentos en la Psicología Histórico-Cultural; y, finalmente, presentaremos datos de una investigación sobre las quejas escolares realizada con treinta profesores de las series iniciales de la Enseñanza Fundamental de cinco escuelas. Nuestra conclusión fue que una visión de culpabilidad e individualizadora sigue explicando las dificultades en el proceso de escolarización, y que los alumnos viven en una sociedad excluyente, la cual no socializa los bienes materiales y culturales de forma igualitaria. También concluimos ser necesario proponer mediacionesdiferenciadas, para que todos los estudiantes tengan acceso al conocimiento.PALABRAS CLAVE: Quejas escolares. Educación. Psicología escolar y educacional. Psicología histórico-cultural.

Role and Importance of Schemas in Pedagogy and Learning: A Cognitive Approach

2019 ◽  
Vol 1 (1) ◽  
pp. 45-60
Author(s):  
Naveed Akram Ansari
Keyword(s):  
Educational Psychology ◽  
Learning Experience ◽  
Vital Role ◽  
Constructivist Approach ◽  
Educational Strategies ◽  
Cognitive Approach ◽  
Educational Plan ◽  
Class Room ◽  
Teaching Learning ◽  
Forms Of Knowledge

Educational strategies are designed to cope with and fulfill the multifarious pedagogical and educational needs of teachers and learners. Moreover, no educational plan can possibly yield the required results without incorporating suitable instructive strategies. This research paper advocates the role and importance of schemas in learning new forms of knowledge and data in the perspective of class room teaching-learning. Cognitive approach is adopted to understand how students learn new forms of knowledge and experiences through different mental processes, quite unlike that of behaviorism. The concept of schema helps us understand how learners can link new pieces of information to the already existing knowledge in their minds. The notion of ‘Constructivist Approach’ has been extracted from the field of educational psychology for triangulation. Extracts are taken from the textbooks of English used in matriculation and intermediate through purposive sampling. Their analysis shows that schemas can play a vital role in enhancing the learning experience and making new forms of knowledge a permanent part of the memory of students which is the ultimate goal of education.

Is Distance Teaching-Learning-Evaluation Triad a Form of Digital Art?

2020 ◽  
Vol 1 (2) ◽  
pp. 3-19
Author(s):  
Tatiana Antipova ◽  
Ioana Riurean ◽  
Simona Riurean
Keyword(s):  
Point Of View ◽  
Educational Activity ◽  
Distance Teaching ◽  
Software Support ◽  
Alternative Teaching ◽  
Evaluation Procedures ◽  
Learning Evaluation ◽  
Teachers And Students ◽  
Computer Knowledge ◽  
Teaching Learning

The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.

Where is semiotic-cultural constructivism in psychology heading? Contemporary reflections on the trajectory of an approach to cultural psychology

2021 ◽  
pp. 1354067X2110173
Author(s):  
Danilo Silva Guimarães
Keyword(s):  
Knowledge Construction ◽  
Cultural Psychology ◽  
Scientific Progress ◽  
Human Action ◽  
Point Of View ◽  
Cultural Experience ◽  
Ethical Implications ◽  
Psychological Knowledge ◽  
The Relationship

This article aims to discuss the relationship between personal cultural experience and knowledge construction in psychology, from the perspective of the Semiotic-Cultural Constructivism. The thoughts here presented are, at the same time, from within psychology and about psychology. The researcher is culturally situated and science is a field of production of cultural works that aims to create perspectives of knowledge about the world. Researchers can and must create some detachment from their field of study to be able to understand the course of their own knowledge constructions. This detachment is achieved through a historical–philosophical view on the theoretical–methodological propositions of their field of research. As a case study, we selected for analysis the field’s pioneer productions, from the years 1982 to 2004. The material showed that the rationality that characterizes scientific research is directed, in this field, to creating semiotic resources for further developing reflexivity in psychology, as a recursive and open-ended process. The theoretical–methodological work of the researcher concerns its own personal cultural experience and the tradition of the already constructed knowledge, selected to a dialogue about the ethical implications of human action. Therefore, advances in psychological knowledge construction cannot be addressed from an external, allegedly neutral point of view, focused on the efficacy of the instruments resulting from the said “scientific progress.”

scholarly journals Choosing school underachievement as a way to resist power

2006 ◽  
Vol 38 (1) ◽  
pp. 124-150 ◽  
Author(s):  
Vladimir Dzinovic ◽  
Jelena Pavlovic ◽  
Dusan Stojnov
Keyword(s):  
School Success ◽  
Point Of View ◽  
Good Education ◽  
Dominant Discourse ◽  
Active Choice ◽  
Education School ◽  
Poor Understanding ◽  
The Subject ◽  
Resistance To Power ◽  
The Individual

Underachievement in school is seen as a failure in traditional theories of education. An alternative construction of school underachievement, from the point of view of Michel Foucault? s approach to power and George Kelly's principle of elaborative choice, is offered as the subject matter of this paper. Instead of being construed exclusively as a measure of good education school success can be seen as the effect of normalization based on the power of discourses dominating in a society. In the same time, underachievement can be seen as a form of resistance to dominant discourse, as well as a way of defining identity in accordance with marginalized discourses whose significance is not recognized or respected from the point of school authorities. The prevailing tradition of European rationality treats poor achievement as a case of norm deviation. The individual perspectives are discounted as irrational and disordered behavior, requiring treatment. Kelly however, asserts that claims of irrationality reflect poor understanding of individual perspectives. When individuals resist the dominant discourse and underachieve despite their abilities, they are making an active choice which should be understood from their point of view. The choice someone makes is always an elaborative choice. Thus underachievement may be construed as resistance to power, based on the principle of elaborative choice.

scholarly journals Pelaksanaan Layanan Bimbingan untuk Mengatasi Anak yang Malas Belajar

ISLAMIKA ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 170-175
Author(s):  
Astri Putri Adinda ◽  
Annisa Nur Faizah Gaos ◽  
Rina Siti Nur Fatimah
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Educational Psychology ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Development Process ◽  
Intellectual Abilities ◽  
Physical Abilities ◽  
Is Development ◽  
Teaching Learning

Teaching activities carried out by professional teachers are not only oriented towards the dimensions of the creative faculties, but are of the dimension and intention. Because in the perspective of educational psychology, teaching in principle means the process of teacher actions that make students learn. This behavior includes open behaviors such as reading skills (the realm of intention), closed nature such as thinking (the realm of copyright) and feeling (the realm of feeling) each teacher is responsible for determining the formulation of specific and general learning targets as goals of teaching and learning activities which must be achieved after the teaching-learning process activities are finished. The importance of learning, there are three forms of development that occur in every human being, namely motor development, that is development related to changes in physical abilities (motor skills), cognitive development, that is development related to intellectual abilities, social and moral development, namely the development process related to the process changes in the way each individual communicates or relates to others, both as individuals and as groups.

scholarly journals Question du feedback en didactique des langues étrangères : quelques réflexions théoriques

2011 ◽  
Vol 38 ◽  
pp. 31-42
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
Foreign Languages ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teaching Learning

The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.

scholarly journals Competențele – expresie a rezultatelor școlare

2020 ◽  
Vol 46 (3) ◽  
pp. 93-99
Author(s):  
Elena Ramona Cenușe
Keyword(s):  
Educational System ◽  
Social Expectations ◽  
Educational Organization ◽  
Know How ◽  
Modern Education ◽  
The World ◽  
Education School ◽  
The One ◽  
Teaching Learning

In the Romanian educational system, the concept of competence is relatively new, its appearance and use being related to the curricular perspective of educational organization. Synthetically, competence can be defined as ”an ensamble of `savoir faire` (know how) and `savoir-e’tre’ (manners) allowing a good accomplishment of a role, of a function or of an activity” (D`Hainaut). The model of curricular projection centered on competences is meant to improve the efficiency of the internal structure of the curriculum, and of the teaching, learning and evaluation processes. This ”new educational target” aims to: -focus on the final learnig acquisitions; accenuate the action-related dimension of the pupil’s personality; clearly define the school offer according to the pupil’s interests and skills, and to social expectations. Thus it is possible for the modern education to assume an increasing autonomy for the one who learns, so that the differences between the world of education/school/ the didactic process and the real (social, professional) world may palpably decrease.

scholarly journals Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain

2020 ◽  
Vol 12 (21) ◽  
pp. 9069
Author(s):  
Guillermo Rodríguez-Abitia ◽  
Sandra Martínez-Pérez ◽  
Maria Soledad Ramirez-Montoya ◽  
Edgar Lopez-Caudana
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Point Of View ◽  
Quality Education ◽  
Three Dimensions ◽  
Diagnostic Study ◽  
Use Of Technology ◽  
Digital Gap ◽  
Teaching Learning

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. The integration of them in the teaching–learning processes has experienced a great evolution, giving way to a digital transformation and the acquisition of new skills and knowledge, thus pointing towards quality education within the framework of sustainable development objectives. This document aims to describe and analyze the ways in which seven higher education institutions, three in Spain and four in Mexico, have taken up the challenge of adopting technologies and applying them to the educational process. To this end, in-depth interviews and direct observations were carried out. The results point to three dimensions: technological, pedagogical and organizational, which shed light on the different factors that influence the choice and availability of the use of technologies. The results indicate that contextual factors play a determinant role in the ability of an institution to profit from technologies to aid the educational process and guarantee its quality.

(De)Constructing Bridges for Development and Innovation: Intercultural Concerns Regarding ICT4D

2020 ◽  
Vol 64 (13) ◽  
pp. 1921-1932
Author(s):  
Laura Soledad Norton
Keyword(s):  
Information And Communication Technologies ◽  
Cultural Psychology ◽  
Communication Technologies ◽  
Point Of View ◽  
Research Issues ◽  
Social Actors ◽  
Information And Communication

The purpose of this paper is to offer some critical comments about the collected articles, by introducing a point of view inspired by cultural psychology concerning information and communication technologies for development (ICT4D) research issues. This conception of ICTs highlights three fundamental aspects: the role of artifacts in mediating action that are culturally meaningful; the agency of people, and thus their responsibility as social actors; and the need for highly contextualized analysis. In the article, I will read these three points through the lenses of cultural psychology.

scholarly journals The Use of Film in Geography and History Classes: A Theoretical Approach

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1360
Author(s):  
Fátima Velez de Castro
Keyword(s):  
Theoretical Approach ◽  
Point Of View ◽  
Theoretical Point ◽  
Learning Context ◽  
Teachers And Students ◽  
Teaching Learning ◽  
History Classes

The use of film within the context of the classroom may generate great interest from teachers and students. From the point of view of Geography and History classes, it can provide indications to analyse and understand spaces, times and societies reflected in the images. It can be used as an object to be explored in teaching-learning context, in several teaching levels. In this text it is intended to reflect, from a theoretical point of view, on the relation between movie and history, considering the film as an analysis object and investigation instrument, as well as builder of historic environments and landscapes.

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