Contributions of the psychology for the constructivist teaching-learning proposal
The article analyzes the particular conceptions, defended in such a way for professionals of the education (in its individual position) as for education institutions, when they are mentioned the teach-learning proposal constructivist. In confrontation with the meanings taken particularly on the subj...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2010 |
| País: | Brasil |
| Institución: | Universidade Federal do Ceará (UFC) |
| Repositorio: | Revista de Psicologia (Fortaleza. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufc:article/53 |
| Acceso en línea: | http://www.periodicos.ufc.br/psicologiaufc/article/view/53 |
| Access Level: | acceso abierto |
| Palabra clave: | Constructivist Partner-Interaction Concepts Interdisciplinarity Learning Protagom. Construtivismo Sócio-Interacionismo Interdisciplinaridade Protagonismo discente. |
| Sumario: | The article analyzes the particular conceptions, defended in such a way for professionals of the education (in its individual position) as for education institutions, when they are mentioned the teach-learning proposal constructivist. In confrontation with the meanings taken particularly on the subject, one presents substantial elements, removed of essence of the workmanships of Lev Vygotsky and Jean Piaget, with the intention to place in evidence the direction and meaning of the subject relation environment in the process of construction of the knowledge. |
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