scholarly journals A MULTIPLICAÇÃO E O ENSINO: UM ESTUDO A PARTIR DAS PROPOSIÇÕES DE DAVYDOV

2021 ◽  
Vol 18 (1) ◽  
pp. 77-85
Author(s):  
Maria Luiza Evangelista Gil ◽  
Luciana Figueiredo Lacanallo Arrais
Keyword(s):  
Social Relations ◽  
Cultural Theory ◽  
Daily Life ◽  
Early Years ◽  
Study Activity ◽  
Theoretical Thinking ◽  
Research Studies ◽  
Years Of Schooling

The objective of this article to discuss the process of teaching multiplication, having as principles the assumptions of the Historical-Cultural Theory -THC. Mathematics is present in our daily life and allows us tocommunicate, solve problems and promote social relations. This proves the importance and need for the appropriation of the concepts involved in the aritmetic operations is essential, especially multiplication. Therefore, through a bibliographical research, studies were made on Vygostki, Davydov, Moura Rosa, Galdino and other contemporary authors linked to this same perspective, the search for understanding principles that help us teach multiplication in the early years of schooling. We found that teaching needs to go beyond empirical aspects towards the development of theoretical thinking, being indispensable the execution of tasks and actions that make the student enter into study activity and understand the concept. The research shows that the theme needsmore investigated in order to have more propositions and referrals to ensure the learning of the multiplicative concept.

scholarly journals O JOGO COMO ORIENTADOR DA PRÁTICA PEDAGÓGICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

2018 ◽  
Vol 24 (esp.) ◽  
pp. 176
Author(s):  
Anemari Roesler Luersen Vieira Lopes ◽  
Halana Garcez Borowsky ◽  
Carine Daiana Binsfeld
Keyword(s):  
Elementary School ◽  
Social Relations ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cultural Theory ◽  
Social Activity ◽  
Early Years ◽  
Learning Activity ◽  
Pedagogical Practice ◽  
School Teaching

 Este artigo objetiva discutir sobre o jogo como orientador da prática pedagógica do professor que ensina matemática nos anos iniciais do Ensino Fundamental, buscando compreender o papel dele na organização do ensino e no desenvolvimento da criança. Tendo a Teoria Histórico-Cultural, a Teoria da Atividade e a Atividade Orientadora de Ensino como fundamentos, assumimos uma concepção de educação na perspectiva da humanização e entendemos o jogo como uma atividade histórica e social, na qual o sujeito constrói suas relações sociais e desenvolve suas funções psicológicas superiores a partir de atividades. Nesse sentido, trazemos alguns apontamentos teóricos sobre o jogo e as ações do professor na organização do ensino, bem como uma situação de ensino voltada à aprendizagem do conceito de multiplicação. Como considerações, apontamos aspectos que permitem compreender o jogo como orientador da prática pedagógica: a intencionalidade pedagógica na prática docente por meio do jogo, em especial, para a organização do ensino de matemática; a contribuição do jogo para a atividade de ensino e de aprendizagem; e elementos importantes constituintes do jogo a ser desenvolvido.Palavras-chave: Prática Pedagógica. Jogo. Matemática nos anos iniciais do Ensino Fundamental. Atividade Orientadora de Ensino.THE GAME AS GUIDING OF PEDAGOGICAL PRACTICE IN THE EARLY YEARS OF ELEMENTARY SCHOOL Abstract: This paper aims to discuss about the game as a pedagogical practice guide of the teacher who teaches mathematics in the early years of Elementary School, seeking to understand its role in the organization of teaching and child development. Taking the Historical-Cultural Theory, the Activity Theory and the Teaching-Orienteering Activity as fundamentals, we assume a conception of education in the perspective of humanization and understand the game as a historical and social activity, which the subject builds his social relations and develops their superior psychological functions from activities. In this sense, we bring some theoretical notes about the game and the actions of the teacher in the organization of teaching, as well as a teaching situation focused on learning the concept of multiplication. As considerations, we point out aspects that allow to understand the game as guiding of the pedagogical practice: the pedagogical intentionality in the teaching practice through the game, in particular, for the organization of the teaching of mathematics; the contribution of the game to the teaching and learning activity; and important constituent elements of the game to be developed.Keywords: Pedagogical Practice. Game. Mathematics in the early years of Elementary School. Teaching-Orienteering Activity. EL JUEGO COMO ORIENTADOR DE LA PRÁCTICA PEDAGÓGICA EN LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTALResumen: Este artículo apunta la discusión sobre el juego como orientador de la práctica pedagógica del profesor que enseña Matemática en los años iniciales de la Enseñanza Fundamental, buscando comprender el papel de él en la organización de la enseñanza y en el desarrollo del niño. Llevando en cuenta la Teoría Histórico-Cultural, la Teoría de la Actividad y la Actividad Orientadora de Enseñanza como fundamentos, asumimos una concepción de educación en la perspectiva de la humanización y comprendemos el juego como una actividad histórica y social, la cual el sujeto construye sus relaciones sociales y desarrolla sus funciones psicológicas superiores por medio de actividades. En ese sentido, traemos algunos apuntamientos teóricos acerca del juego y de las acciones del profesor en la organización de la enseñanza, como también una situación de enseñanza en que el aprendizaje se vuelve al concepto de multiplicación. Como consideraciones, apuntamos aspectos que permiten comprender el juego como orientador de la práctica pedagógica:  la intencionalidad pedagógica en la práctica docente por medio del juego, de forma especial para la organización de la enseñanza de matemática; la contribución del juego para la actividad de enseñanza y de aprendizaje; y elementos importantes constituyentes del juego a desarrollarse.Palabras-clave: Práctica pedagógica. Juego. Matemática en los años iniciales de la Enseñanza Fundamental. Actividad orientadora de enseñanza. 

scholarly journals Co-Housing Response to Social Isolation of COVID-19 Outbreak, with a Focus on Gender Implications

2021 ◽  
Vol 13 (13) ◽  
pp. 7203
Author(s):  
Emanuele Giorgi ◽  
Lucía Martín Martín López ◽  
Rubén Garnica-Monroy ◽  
Aleksandra Krstikj ◽  
Carlos Cobreros ◽  
...  
Keyword(s):  
Social Isolation ◽  
Social Relations ◽  
Daily Life ◽  
Social Impacts ◽  
Research Projects ◽  
Open Spaces ◽  
Daily Lives ◽  
Social Distancing ◽  
Design Considerations ◽  
Social Habits

COVID-19 forced billions of people to restructure their daily lives and social habits. Several research projects have focused on social impacts, approaching the phenomenon on the basis of different issues and scales. This work studies the changes in social relations within the well-defined urban-territorial elements of co-housing communities. The peculiarity of this research lies in the essence of these communities, which base their existence on the spirit of sharing spaces and activities. As social distancing represented the only effective way to control the outbreak, the research studied how the rules of social distancing impacted these communities. For this reason, a questionnaire was sent to 60 communities asking them to highlight the changes that the emergency imposed on the members in their daily life and in the organization of common activities and spaces. A total of 147 responses were received and some relevant design considerations emerged: (1) the importance of feeling part of a “safe” community, with members who were known and deemed reliable, when facing a health emergency; and (2) the importance of open spaces to carry out shared activities. Overall, living in co-housing communities was evaluated as an “extremely positive circumstance” despite the fact that the emergency worsened socialization.

scholarly journals The Form of Alawiyyin Relations in Social Life Based on Noble Values and Hereditary Line

2020 ◽  
pp. 304-318
Author(s):  
Ikhtiar Hatta
Keyword(s):  
Social Relations ◽  
Social Life ◽  
Daily Life ◽  
Religious Life ◽  
Teaching Mode ◽  
Historical Approach ◽  
Operational Life ◽  
Islamic Faith ◽  
The Relationship

This study suggests the application of the syiar method as part of the relationship between the Alawiyyin to build their unity in living their social life with other communities. This study applies a historical approach that looks at how the Alawiyyin started with the construction of a social arena through an operational life order with Islamic faith and the noble values of the Alawiyyin, how the Alawiyyin lives and maintain the existing order in social relations. The results shows that through the institutions, norms, and symbolic apparatus covering the life of the Alawiyyin. Functionally, it could support their existence as a foreign Alawiyyin community in Maluku. Furthermore, this study reveals that the Alawiyyin builds their social arena by relating religious life and daily life practices. Through the teaching mode of the life of his ancestors, the prophet Muhammad, can form belief and devotion to Allah. In addition, it contributes positively to maintaining the lineage (genealogy) of the Alawiyyin in the middle of the arena of social life that continuously mix through the process of amalgamation. Apparatus that supports stability, commitment to love/loyalty of those around them is maintained through practice, grave pilgrimage, reading ratib, dhikr, proselytization, becoming a muhibbin, tasawuf, tawassul, barsanji, and kafaah marriage.

scholarly journals Diary Entries by N.P. Kiselev as the Secretary of the Publishing House “Musaget”

Literary Fact ◽  
2021 ◽  
pp. 82-114
Author(s):  
Andrey I. Serkov
Keyword(s):  
Daily Life ◽  
Publishing House ◽  
Early Years ◽  
Editorial Office ◽  
History Of

For the history of the Moscow Symbolist publishing house “Musaget”, which in the early years of its existence was a circle of like-minded people who sought occult knowledge, in many respects the key years were 1913–1914. The fascination with anthroposophy of some of the employees of Musaget caused rejection on the part of the founder of the publishing house, E.K. Metner, who defended the principle of serving culture, and not one of the spiritual teachings. The diary of N.P. Kiselev, who took up the post of secretary in the publishing house during the separation, reflects not only the daily life of the editorial office, but also attempts to reunite different directions of “Musaget”.

scholarly journals PROBLEMAS PRÁTICOS PROFISSIONAIS:

2020 ◽  
Vol 10 (20) ◽  
pp. 124-147
Author(s):  
Ismael Donizete Cardoso de Moraes
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Continuing Education ◽  
Cultural Theory ◽  
Lesson Plans ◽  
Early Years ◽  
Pedagogical Practices ◽  
Daily Lives ◽  
Geography Teaching ◽  
The Individual

Este estudo teve como propósito discutir alguns resultados da pesquisa intitulada “Problemas práticos profissionais: aportes teórico-metodológicos do ensino de geografia na formação continuada de professores dos anos iniciais do ensino fundamental”. Nesse sentido, o objetivo geral consistiu em compreender se a formação continuada, centrada nos problemas práticos profissionais, contribui para que as professoras superem o ensino empírico dos conteúdos geográficos. Em consonância, os objetivos específicos visaram: discutir os principais conceitos da teoria histórico-cultural e do Ensino de Geografia; mediar a elaboração dos planos de aula; e entender a formação continuada como possibilidade de superação do ensino empírico dos conteúdos geográficos. A pesquisa qualitativa e os procedimentos de análise dos planos de aula, de observação e de narrativas foram utilizados para levantamento dos dados junto às professoras durante o curso de formação continuada, que contou com os conteúdos de paisagem, lugar, urbano e cidade. Como resultado, mesmo diante da complexidade do tema, houve mudanças nas práticas pedagógicas das professoras, entre as quais se destacaram: o avanço na apropriação desses conceitos, na contextualização dos conteúdos, na articulação destes com os conhecimentos cotidianos dos alunos, na organização de textos e imagens e nas tarefas dos alunos do coletivo para o individual. PALAVRAS-CHAVE Teoria histórico-cultural, Problemas práticos profissionais, Ensino de Geografia, Conceitos.   PRACTICAL PROFESSIONAL PROBLEMS: theoretical and methodological contributions of teaching Geography in continuing training of teachers from the early years in the Elementary School ABSTRACT This study aimed to discuss some results of the research entitled" practical professional problems: theoretical and methodological contributions of teaching geography in continuing training of teachers from the early years in the elementary school". Therefore, the general objective was to understand if continued training, focused on practical professional problems, contributes to teachers surmount empirical teaching of geographic contents. In harmony, the specific objectives aimed to: discuss the main concepts of historical-cultural theory and geography teaching; mediate the preparation of lesson plans; and to understand continued training as a possibility of surpassing the empirical teaching of geographic contents. Qualitative research and procedures for analyzing lesson plans, observation and narratives were used to survey data with teachers during the continuing education course, which included the contents of landscape, place, urban and city. As results, even before the complexity of the theme, there were changes in the pedagogical practices of the teachers, among which stood out: the advance in the appropriation of these concepts, in the contextualization of the contents, in the articulation of these with the knowledge students' daily lives, in the organization of texts and images, and in the tasks of the students from the collective to the individual. KEYWORDS Historical-cultural theory, Professional practical problems, Geography teaching, Concepts.

scholarly journals THE ROLE OF SURAT UKAT IN KARO SINGALOR LAU KARO DISTRICT

2019 ◽  
Vol 26 (1) ◽  
pp. 1
Author(s):  
Sugihana Sembiring ◽  
Rosita Ginting
Keyword(s):  
Cultural Theory ◽  
Daily Life ◽  
Written Language ◽  
Way Of Life ◽  
Ancient Times ◽  
Younger Generation ◽  
Descriptive Method

Changing Karo language into a modern written language is certainly not an easy matter. Karo society does not want to be involved to improve, develop, and preserve the Karo language. Therefore, in this research we will examine the role of surat ukat in Karo Singalor Lau Karo District. Surat ukat can serve as a way of life in every action in Karonese life so that people can live harmonious and peacefully. The method that used in this research is descriptive method and interview. The theory that used is cultural theory.  This study describes about the role of surat ukat in the Karo community Singalor Lau  Karo District can be distinguished on: surat ukat in deeds, surat ukat in thoughts, surat ukat in the household and surat ukat for students.  From the results above, can be concluded that the Karo people have surat ukat as a guide to life in sangkep geluh in ancient times, while in the present, the younger generation is rarely know and use the surat ukat. We suggest the Karo community to life their daily life based on surat ukat so that they can live in harmony and good.

scholarly journals Creating Social Capital in the Early American Republic: The View from Connecticut

2009 ◽  
Vol 39 (4) ◽  
pp. 471-495 ◽  
Author(s):  
Johann N. Neem
Keyword(s):  
Social Capital ◽  
Social Relations ◽  
Social Order ◽  
Early Years ◽  
Voluntary Association ◽  
Early American Republic ◽  
Old Regime ◽  
Early American ◽  
Antebellum Era ◽  
New Form

During the early years of the American republic, Connecticut's elite helped to develop a new form of social order, based on voluntary association, replacing the authoritarian, theological hierarchy of the old regime. Social relations, which were once thought fixed in nature by divine sanction, became amenable to the initiatives of the populace. By the antebellum era, Americans had also discovered that social capital could be created through the ordinary activities of people engaged in civil society.

Geo-locations

2020 ◽  
Author(s):  
Peta Mitchell
Keyword(s):  
Social Sciences ◽  
Digital Media ◽  
20Th Century ◽  
Social Relations ◽  
Cultural Theory ◽  
Spatial Turn ◽  
Time Space ◽  
Starting Point ◽  
Critical Approaches ◽  
Humanities And Social Sciences

Since around 1970, and across a broad spectrum of humanities and social sciences disciplines, there has been an ongoing and critical reassessment of the role played by space, place, and geography in the formation and unfolding of human knowledge, subjectivity, and social relations. Starting with the identification of a distinctive “spatial turn” within critical and social theory in the second half of the 20th century, it has become a commonplace to recognize space as being political and as having a particular affective and effective power. A distinctive constellation of socio-technological changes at the start of the 20th century brought the question of space to the critical foreground, and, by the end of the 20th century, a loosely defined and interdisciplinary “spatial theory” had emerged, while a number of fields across the humanities and social sciences had avowedly undergone their own “spatial turns.” More recently, new critical approaches have emerged that foreground the geo- as both a starting point and method for critical analysis as well as new inter-disciplines—namely the geohumanities and spatial humanities—that provide a focus for the range of work being done at the interstices of geography and the humanities. With the rise to ubiquity of geospatial and geolocative technologies since around 2005—and their almost wholesale penetration into everyday life in the global North in the form of the GPS-enabled smartphone—the question of the geo- and its role in locating and mediating human experience, knowledge, and social relations has become ever more salient. In an era where the geo- becomes geolocation, and is increasingly defined by networked relations among humans, digital media, and their locational data traces, new approaches and schools of thought that transect geography, digital media, and critical and cultural theory have once more emerged, constituting what may be thought of as a new, digital spatial turn. Charting the trajectory of the geo- as a key site and mode of critique across and through these often overlapping “spatial turns”—across time, space, and disciplinary boundaries—is itself a work of geolocation.

Choosing Preferences by Constructing Institutions: A Cultural Theory of Preference Formation

1987 ◽  
Vol 81 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Aaron Wildavsky
Keyword(s):  
Human Activity ◽  
Social Relations ◽  
Social Life ◽  
Cultural Theory ◽  
Shared Values ◽  
Preference Formation ◽  
Political Cultures ◽  
The Social ◽  
Ways Of Life

Preferences come from the most ubiquitous human activity: living with other people. Support for and opposition to different ways of life, the shared values legitimating social relations (here called cultures) are the generators of diverse preferences. After discussing why it is not helpful to conceive of interests as preferences or to dismiss preference formation as external to organized social life, I explain how people are able to develop many preferences from few clues by using their social relations to interrogate their environment. The social filter is the source of preferences. I then argue that culture is a more powerful construct than conceptual rivals: heuristics, schemas, ideologies. Two initial applications—to the ideology of the left-right distinctions and to perceptions of danger—test the claim that this theory of how individuals use political cultures to develop their preferences outperforms the alternatives.

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