O papel da cooperação nos processos coletivos para resolução de problemasThe role of cooperation in collective problem solving processes

ResumoO presente artigo trata de um experimento no qual as pesquisadoras, e também participantes, buscaram compreender o papel da cooperação na resolução de um problema, por meio do trabalho em grupo. Para tal, foram investigados os mecanismos através dos quais a cooperação auxilia na resolução de problemas, bem como o modo pelo qual ela se efetiva. A análise dos processos de colaboração e cooperação é realizada durante a resolução pelo grupo de um problema aberto, cujas reflexões dão origem a uma nova proposta que também conduz à necessidade de trabalho cooperativo. Essa análise foi realizada a partir das ações e diálogos do grupo e com base nos conceitos de colaboração e cooperação advindos da teoria da epistemologia genética de Jean Piaget. Os resultados deste estudo apontaram que o trabalho cooperativo tem importantes contribuições na resolução de problemas, em especial os abertos, não só como produto do processo, mas também no desenvolvimento cognitivo e afetivo dos envolvidos. Além disso, aponta características relacionadas ao problema proposto e outras à maturidade cognitiva e afetiva dos envolvidos como algumas das condições necessárias para que a cooperação ocorra de fato.Palavras-chave: Resolução de problemas, Colaboração, Cooperação, Processos coletivos.AbstractThis article deals with an experiment in which the researchers and participants sought to understand the role of cooperation in solving a problem, through group work. To this end, the mechanisms through which cooperation helps in solving problems, as well as its effectiveness, were investigated. The analysis of the collaboration and cooperation processes is carried out during the group’s resolution of an open-ended problem, whose reflections give rise to a new proposal that also leads to the need for cooperative work. This analysis was carried out based on the group’s actions and dialogues and based on the concepts of collaboration and cooperation arising from Jean Piaget’s theory of genetic epistemology. The results of this study pointed out that cooperative work gives important contributions to solving problems, especially open-ended ones, not only as a product of the process, but also in the cognitive and affective development of those involved. Besides, it points out characteristics related to the problem posed and others to the cognitive and affective maturity of those involved as the necessary conditions for cooperation to take place.Keywords: Problem solving, Collaboration, Cooperation, Collective processes.ResumenEste artículo plantea un experimento en el que los investigadores y también los participantes trataron de comprender el papel de la cooperación para resolver un problema, a través del trabajo en grupo. Para ello, se investigaron los mecanismos a través de los cuales la cooperación ayuda a resolver problemas, así como la forma en que es efectiva. El análisis de los procesos de colaboración y cooperación se lleva a cabo durante la resolución del grupo de un problema abierto, cuyas reflexiones dan lugar a una nueva propuesta que también lleva a la necesidad de un trabajo cooperativo. Este análisis se realizó con base en las acciones y diálogos del grupo y en los conceptos de colaboración y cooperación que surgen de la teoría de la epistemología genética de Jean Piaget. Los resultados de este estudio mostraron que el trabajo cooperativo contribuye para resolver problemas, especialmente los abiertos, no solo como producto del proceso, sino también en el desarrollo cognitivo y afectivo de los involucrados. Además, señala características relacionadas con el problema propuesto y otras con la madurez cognitiva y afectiva de los involucrados como algunas de las condiciones necesarias para que ocurra la cooperación.Palabras clave:Solución de problemas, Colaboración, Cooperación, Procesos colectivos.

The Genetic Epistemology of Jean Piaget

Jean Piaget (1896–1980) is known for his contributions to developmental psychology and educational theory. His name is associated especially with Stage Theory. That we believe him to have focused solely on cognitive development, however, is not because he did. This is instead the result of the popularization of his writings in the United States during the Cold War. (A period of crisis and subsequent education reform.) The overpowering influence of those interests blinded us to his larger framework, which he called “genetic epistemology,” and of which his stages were just a part. To address the resulting and continuing misunderstandings, this essay presents original historical scholarship—distilling over a thousand pages of archival documents (correspondence, diary entries, budgets, and reports)—to provide an insider’s look at Piaget’s research program from the perspective of the Rockefeller Foundation: genetic epistemology’s primary funding agency in the United States from the mid-1950s through the early-1960s. The result is an examination of how a group of interested Americans came to understand Piaget’s writings in French in the period just prior to their wider popularization in English, as well as of how Piaget presented himself and his ideas during the reconstruction of Europe after World War II. My goal, however, is not to summarize the whole of this misunderstood program. Instead, I aim to provide a source of archivally-grounded perspective that will allow for new insights about the Genevan School that are unrelated to American Cold War interests. In the process, we also derive new means to see how Piaget’s experimental examinations of the development of individual knowledge served to inform his team’s investigations of the evolution of science (and vice versa).

Hegel’s Cogito: On the Genetic Epistemology of Critical Metaphysics

Chapter 3 pursues the consequences of Hegel’s claim that his method in the Science of Logic does not obey the opposition of the a priori and the a posteriori. Positioning my account of Hegel with respect to other major interpretations, I argue that Hegel’s dialectic depends upon a constant movement between the experience of thinking and its rational consequences, between “what happens in thought” and “what has to be said.” From this perspective, I develop a theory of the relation between the possible and the actual, the necessary and the contingent in “The Logic of Essence.”

A construção do conhecimento matemático na teoria APOS

ResumoEste artigo é um recorte de uma tese de doutorado em andamento, desenvolvida pela primeira autora e orientada pela segunda, cujo objetivo principal é investigar a concepção, na acepção de Dubinsky, de professores do ensino público paulista sobre o Teorema Fundamental da Aritmética. O objetivo deste artigo é trazer a ideia de como ocorre a construção do conhecimento matemático segundo a teoria APOS de Ed Dubinsky, apoiado nas ideias de Jean Piaget com a Epistemologia Genética. São apresentados o conceito de abstração reflexiva, considerado o mecanismo mental mais importante no desenvolvimento do pensamento, as definições dos elementos mentais Ação, Processo e Objeto e como interagem entre si para a construção do conhecimento matemático. Palavras-chave: Construção do conhecimento matemático; Teoria APOS; abstração reflexiva; ciclo ACE.AbstractThis article is an excerpt from an ongoing doctoral thesis, developed by the first author and guided by the second, whose main objective is to investigate the conception, in Dubinsky's sense, of São Paulo public school teachers about the Fundamental Theorem of Arithmetic. The purpose of this article is to bring the idea as is the construction of mathematical knowledge according to APOS theory of Ed Dubinsky, supported by the Jean Piaget's ideas with the Genetic Epistemology. The concept of reflective abstraction is presented, considered the most important mental mechanism in the development of thought, the definitions of the mental elements Action, Process and Object and how they interact with each other for the construction of mathematical knowledge.Keywords: Construction of mathematical knowledge; APOS theory; reflective abstraction; ACE cycle.

Concept Map and Knowledge

Based on Piaget’s genetic epistemology, Ausubel developed the assimilation theory of verbal learning [...]