As práticas pedagógicas e o desenvolvimento dos conceitos não-cotidianos na criança pré-escolas
This article discusses non-daily concept formation in children talking about contributions from historical-cultural theory, highlighting school learning and teaching mediation as effective instruments on the development of these concepts. The goal is to reaffirm the understanding that it is by teach...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2012 |
| Country: | Brasil |
| Institution: | Universidade Estadual Paulista (UNESP) |
| Repository: | Repositório Institucional da UNESP |
| Language: | Portuguese |
| OAI Identifier: | oai:repositorio.unesp.br:11449/124962 |
| Online Access: | http://periodicos.uesb.br/index.php/praxis/article/view/737 http://hdl.handle.net/11449/124962 |
| Access Level: | Open access |
| Keyword: | School learning Non-daily concepts Historical and Cultural Theory Aprendizagem escolar Conceitos não-cotidianos Teoria Histórico-Cultural |
| Summary: | This article discusses non-daily concept formation in children talking about contributions from historical-cultural theory, highlighting school learning and teaching mediation as effective instruments on the development of these concepts. The goal is to reaffirm the understanding that it is by teaching activity that children acquire cultural concepts that are necessary to their humanization process. It also discusses the opposition established between psychogenic understanding on the formation of non-spontaneous concepts and the perspective in this historical-cultural theory, lines of development of daily concepts and not daily ones, and finally highlights the assumption that school educative practices are universal and necessary forms for this development. |
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