Aprendizado
Lev Vygotsky Semenovitch
Lev Vygotsky was born in 1896 Semenovitch in Orsha, a small town near Minsk, the capital of Belarus, a region then dominated by Russia (and that only became independent in 1991, with the disintegration of the Soviet Union, adopting the name of Belarus) . His parents were of a cultured Jewish family and good economic conditions, which allowed Vygotsky a solid background as a child. He had a private tutor to enter the high school and dedicated himself early on to many readings. At 18, he enrolled in medical school in Moscow, but eventually attending law school. Formed, returned to Gomel, in Belarus, in 1917, the year of the Bolshevik revolution, which he supported. He taught literature, aesthetics and art history and founded a psychology lab - area in which rapidly gained prominence thanks to his encyclopedic culture, his innovative thinking and his intense activity, having produced more than 200 scientific papers. In 1925, already suffering from tuberculosis that would kill him in 1934, he published The Psychology of Art, a study of Hamlet, by William Shakespeare, whose origin is his master's thesis.
The Belarusian psychologist Lev Vygotsky died 74 years ago, but his work is still in the process of discovery and debate in various parts of the world, including Brazil. "It was a complex thinker and played in many hotspots of contemporary pedagogy," says Teresa Rego, professor at the School of Education, University of São Paulo. She points out, for example, the points of contact between Vygotsky's studies on the written word and the work of the Argentine Emilia Ferreiro, the most influential educators of living.
The most famous part of the extensive work produced by Vygotsky in their short lifetime converges to the theme of the establishment of culture. Educators interested in particular studies on intellectual development. Vygotsky attributed an important role to social relations in this process, so that the normal teaching that originated from his thinking is called socio-constructivism or sociointeracionismo.
As Piaget, Vygotsky did not make a pedagogical theory, although the thought of Belarusian psychologist, with its emphasis on learning, highlight the importance of the school in the formation of knowledge. For him, the pedagogical intervention causes advances that would not occur spontaneously. In formulating the concept of proximal zone, Vygotsky showed that good teaching is one that encourages the child to reach a level of understanding and skill that have not yet mastered completely, "pulling" her new knowledge. "Teaching what the child already knows discourages the student and go beyond your ability is useless," says Teresa Rego. The psychologist also considered that all learning expands the student's mental universe. The teaching of new content is not limited to the acquisition of a skill or a set of information, but increases the child's cognitive structures. Thus, for example, the writing field, the student also acquires reflection and control capabilities of their own psychological functioning.
All learning is necessarily mediated - and this makes the role of education and more active teacher and decisive than predicted by Piaget and other educational thinkers, who is the school facilitate a process that can only be conducted by the students themselves. According to Vygotsky, on the contrary, the child's first contact with new activities, skills or information must have the participation of an adult. To internalize a procedure, the child "appropriates" it, making it voluntary and independent.
Thus, learning is not dependent entirely to the development of intellectual structures of the child, but one feeds the other, causing the level of knowledge of jumps. Teaching, for Vygotsky, must anticipate what the student does not know or can learn alone, because the relationship between learning and development, the first comes first. Is that what you mean one of its main concepts, the zone of proximal development, which would be the distance between the actual development of a child and what it has the potential to learn - potential which is demonstrated by the ability to develop competence with the help of an adult. In other words, the zone of proximal development is the path between what the child can do alone and what she is close to be able to do alone. To identify these two capabilities work and the route of each student between the two are the two main skills that a teacher must have, according to Vygotsky.
Vygotsky attributed much importance to the teacher's role as a driver of psychological development of children. The idea of further development as a higher learning does not mean, however, that one should present an encyclopedic amount of content to students. The important thing, for the thinker, is to present children ways of thinking, but not before detect what conditions they have to absorb them. And you? Ever thought of working out criteria for assessing the skills that students already have and those that they can purchase? Realize that certain activities encourage children to think in a new way and others do not arouse the same enthusiasm?
- Professional Education: Teacher Professional Education Series
PROFESSIONAL EDUCATION: TEACHER PROFESSIONAL EDUCATION SERIES Professional Education, Teacher, is responsible for the dissemination of scientific knowledge developed. It is...
- For The Specialist In Educational Psychology, Prior Knowledge Of The Student Is The Key To Meaningful Learning
For the specialist in Educational Psychology, prior knowledge of the student is the key to meaningful learning Elisângela Fernandes DAVID AUSUBEL Son of Jewish immigrants, the researcher had suffered for years at school for not having his personal history...
- Series Professional Education: Teacher
SERIES PROFESSIONAL EDUCATION: TEACHER Professional Education teacher is responsible for the dissemination of scientific knowledge developed. It is the mediator of systematized knowledge,...
- Series Professional Education : Teacher
SERIES PROFESSIONAL EDUCATION : TEACHER Professional Education teacher , is responsible for the dissemination of scientific knowledge produced . It is the mediator of systematized knowledge...
- Series Professional Education : Teacher
SERIES PROFESSIONAL EDUCATION : TEACHER Professional Education teacher , is responsible for the dissemination of scientific knowledge produced . It is the mediator of systematized knowledge...
Aprendizado
Lev Vygotsky Semenovitch
Lev Vygotsky Semenovitch
Lev Vygotsky was born in 1896 Semenovitch in Orsha, a small town near Minsk, the capital of Belarus, a region then dominated by Russia (and that only became independent in 1991, with the disintegration of the Soviet Union, adopting the name of Belarus) . His parents were of a cultured Jewish family and good economic conditions, which allowed Vygotsky a solid background as a child. He had a private tutor to enter the high school and dedicated himself early on to many readings. At 18, he enrolled in medical school in Moscow, but eventually attending law school. Formed, returned to Gomel, in Belarus, in 1917, the year of the Bolshevik revolution, which he supported. He taught literature, aesthetics and art history and founded a psychology lab - area in which rapidly gained prominence thanks to his encyclopedic culture, his innovative thinking and his intense activity, having produced more than 200 scientific papers. In 1925, already suffering from tuberculosis that would kill him in 1934, he published The Psychology of Art, a study of Hamlet, by William Shakespeare, whose origin is his master's thesis.
The Belarusian psychologist Lev Vygotsky died 74 years ago, but his work is still in the process of discovery and debate in various parts of the world, including Brazil. "It was a complex thinker and played in many hotspots of contemporary pedagogy," says Teresa Rego, professor at the School of Education, University of São Paulo. She points out, for example, the points of contact between Vygotsky's studies on the written word and the work of the Argentine Emilia Ferreiro, the most influential educators of living.
The most famous part of the extensive work produced by Vygotsky in their short lifetime converges to the theme of the establishment of culture. Educators interested in particular studies on intellectual development. Vygotsky attributed an important role to social relations in this process, so that the normal teaching that originated from his thinking is called socio-constructivism or sociointeracionismo.
As Piaget, Vygotsky did not make a pedagogical theory, although the thought of Belarusian psychologist, with its emphasis on learning, highlight the importance of the school in the formation of knowledge. For him, the pedagogical intervention causes advances that would not occur spontaneously. In formulating the concept of proximal zone, Vygotsky showed that good teaching is one that encourages the child to reach a level of understanding and skill that have not yet mastered completely, "pulling" her new knowledge. "Teaching what the child already knows discourages the student and go beyond your ability is useless," says Teresa Rego. The psychologist also considered that all learning expands the student's mental universe. The teaching of new content is not limited to the acquisition of a skill or a set of information, but increases the child's cognitive structures. Thus, for example, the writing field, the student also acquires reflection and control capabilities of their own psychological functioning.
All learning is necessarily mediated - and this makes the role of education and more active teacher and decisive than predicted by Piaget and other educational thinkers, who is the school facilitate a process that can only be conducted by the students themselves. According to Vygotsky, on the contrary, the child's first contact with new activities, skills or information must have the participation of an adult. To internalize a procedure, the child "appropriates" it, making it voluntary and independent.
Thus, learning is not dependent entirely to the development of intellectual structures of the child, but one feeds the other, causing the level of knowledge of jumps. Teaching, for Vygotsky, must anticipate what the student does not know or can learn alone, because the relationship between learning and development, the first comes first. Is that what you mean one of its main concepts, the zone of proximal development, which would be the distance between the actual development of a child and what it has the potential to learn - potential which is demonstrated by the ability to develop competence with the help of an adult. In other words, the zone of proximal development is the path between what the child can do alone and what she is close to be able to do alone. To identify these two capabilities work and the route of each student between the two are the two main skills that a teacher must have, according to Vygotsky.
Vygotsky attributed much importance to the teacher's role as a driver of psychological development of children. The idea of further development as a higher learning does not mean, however, that one should present an encyclopedic amount of content to students. The important thing, for the thinker, is to present children ways of thinking, but not before detect what conditions they have to absorb them. And you? Ever thought of working out criteria for assessing the skills that students already have and those that they can purchase? Realize that certain activities encourage children to think in a new way and others do not arouse the same enthusiasm?
loading...
- Professional Education: Teacher Professional Education Series
PROFESSIONAL EDUCATION: TEACHER PROFESSIONAL EDUCATION SERIES Professional Education, Teacher, is responsible for the dissemination of scientific knowledge developed. It is...
- For The Specialist In Educational Psychology, Prior Knowledge Of The Student Is The Key To Meaningful Learning
For the specialist in Educational Psychology, prior knowledge of the student is the key to meaningful learning Elisângela Fernandes DAVID AUSUBEL Son of Jewish immigrants, the researcher had suffered for years at school for not having his personal history...
- Series Professional Education: Teacher
SERIES PROFESSIONAL EDUCATION: TEACHER Professional Education teacher is responsible for the dissemination of scientific knowledge developed. It is the mediator of systematized knowledge,...
- Series Professional Education : Teacher
SERIES PROFESSIONAL EDUCATION : TEACHER Professional Education teacher , is responsible for the dissemination of scientific knowledge produced . It is the mediator of systematized knowledge...
- Series Professional Education : Teacher
SERIES PROFESSIONAL EDUCATION : TEACHER Professional Education teacher , is responsible for the dissemination of scientific knowledge produced . It is the mediator of systematized knowledge...