Piaget’s Answer to Vygotsky: theoretical convergences and divergences
In analyzing Piaget’s answer to Vygotsky’s critics, in the present study we tried to emphasize the basic theoretical convergences and divergences appointed by the first author in relation to the second. With this in mind, as our first step, we analyzed Piaget’s explanations about the reality of the...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Educação & Realidade |
| Idioma: | portugués |
| OAI Identifier: | oai:seer.ufrgs.br:article/20443 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/20443 |
| Access Level: | acceso abierto |
| Palabra clave: | Piaget. Vygotsky. Psicologia Genética. Desenvolvimento do Pensamento. Desenvolvimento do Conhecimento. Piaget. Vygotsky. Cognitive Development. Genetic Psychology. Thought Development. |
| Sumario: | In analyzing Piaget’s answer to Vygotsky’s critics, in the present study we tried to emphasize the basic theoretical convergences and divergences appointed by the first author in relation to the second. With this in mind, as our first step, we analyzed Piaget’s explanations about the reality of the psychological phenomenon of the linguistic and cognitive egocentrism; as our second step, we analyzed the relations between scientific concepts and which are spontaneously developed in the children. Asour third step, we analyzed Piaget’s different position about the mechanisms which explain the knowledge progress and development. We concluded that in Piaget’s answer to Vygotsky there is a clear difference of his theoretical system. |
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