Aprendizado
Lev Vygotsky Semenovitch
Lev Vygotsky Semenovitch born in 1896 in Orsha , a small town near Minsk , the capital of Belarus , the region was dominated by Russia ( and that only became independent in 1991 , with the disintegration of the Soviet Union , adopting the name Belarus ) . His parents were a cultured Jewish family and good economic conditions , which allowed Vygotsky solid training since childhood . He had a private tutor to enter high school and devoted himself early 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 psychological laboratory - 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 the tuberculosis that would kill him in 1934 , he published The Psychology of Art , a study of Hamlet , 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 on various points of the world , including Brazil . " He was a complex thinker and touched on many sore points of contemporary pedagogy ," says Teresa Rego , Professor , Faculty of Education, University of São Paulo . She points out , for example, the points of contact between the studies on Vygotsky written language and the work of Argentinian Emilia Ferreiro , the most influential educators of living .
The most famous part of the extensive work produced by Vygotsky in his short life converges to the theme of the creation of culture . Educators interested in particular studies on intellectual development . Vygotsky attributed a predominant social relations role in this process , so that the educational chain that originated from his thinking is called social constructivism or sociointeracionismo .
Expansion of mental horizons
Like Piaget , Vygotsky formulated a pedagogical theory , although the thought of Belarusian psychologist, with its emphasis on learning , emphasize 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 not yet mastered completely , " pulling " her new knowledge . "Teaching what the child already knows discourages students and go beyond your ability is useless," says Teresa Rego . The psychologist also considered that all learning broadens the mental universe of the student. The teaching of new content is not limited to the acquisition of a skill or a set of information , but expands the child's cognitive structures . Thus, for example , with the mastery of writing , students also acquire skills of reflection and control of own psychological functioning .
The role of adult
All learning is necessarily mediated - and this makes the role of education and more active and decisive than predicted by Piaget and other educational thinkers teacher , who is the school facilitate a process that can only be driven by the student . According to Vygotsky , unlike the child's first contact with new activities , skills or information must be attended by an adult . To internalize a procedure , the child " appropriates " it, making it voluntary and independent .
Thus , the learning is not totally subordinated to the development of intellectual structures of the child , but one feeds the other , causing drastic level of knowledge . Teaching , for Vygotsky , must anticipate what the student still does not know nor is able to learn alone, because the relationship between learning and development , the first comes before . 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 - that potential 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's getting close to do alone . To identify these two capabilities and work the route of each student between the two are the two main skills that a teacher must have , according to Vygotsky .
to think
Vygotsky attributed much importance to the role of the teacher as booster mental development of children. The idea for further development as a higher learning does not mean, however , that one must submit an encyclopedic amount of content to students. The important thing , for the thinker , is to present children ways of thinking , not before detect conditions that they have to absorb them . And you ? Ever thought of working out criteria for assessing the skills that their 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 ?
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Aprendizado
Lev Vygotsky Semenovitch
Lev Vygotsky Semenovitch
Lev Vygotsky Semenovitch born in 1896 in Orsha , a small town near Minsk , the capital of Belarus , the region was dominated by Russia ( and that only became independent in 1991 , with the disintegration of the Soviet Union , adopting the name Belarus ) . His parents were a cultured Jewish family and good economic conditions , which allowed Vygotsky solid training since childhood . He had a private tutor to enter high school and devoted himself early 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 psychological laboratory - 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 the tuberculosis that would kill him in 1934 , he published The Psychology of Art , a study of Hamlet , 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 on various points of the world , including Brazil . " He was a complex thinker and touched on many sore points of contemporary pedagogy ," says Teresa Rego , Professor , Faculty of Education, University of São Paulo . She points out , for example, the points of contact between the studies on Vygotsky written language and the work of Argentinian Emilia Ferreiro , the most influential educators of living .
The most famous part of the extensive work produced by Vygotsky in his short life converges to the theme of the creation of culture . Educators interested in particular studies on intellectual development . Vygotsky attributed a predominant social relations role in this process , so that the educational chain that originated from his thinking is called social constructivism or sociointeracionismo .
Expansion of mental horizons
Like Piaget , Vygotsky formulated a pedagogical theory , although the thought of Belarusian psychologist, with its emphasis on learning , emphasize 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 not yet mastered completely , " pulling " her new knowledge . "Teaching what the child already knows discourages students and go beyond your ability is useless," says Teresa Rego . The psychologist also considered that all learning broadens the mental universe of the student. The teaching of new content is not limited to the acquisition of a skill or a set of information , but expands the child's cognitive structures . Thus, for example , with the mastery of writing , students also acquire skills of reflection and control of own psychological functioning .
The role of adult
All learning is necessarily mediated - and this makes the role of education and more active and decisive than predicted by Piaget and other educational thinkers teacher , who is the school facilitate a process that can only be driven by the student . According to Vygotsky , unlike the child's first contact with new activities , skills or information must be attended by an adult . To internalize a procedure , the child " appropriates " it, making it voluntary and independent .
Thus , the learning is not totally subordinated to the development of intellectual structures of the child , but one feeds the other , causing drastic level of knowledge . Teaching , for Vygotsky , must anticipate what the student still does not know nor is able to learn alone, because the relationship between learning and development , the first comes before . 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 - that potential 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's getting close to do alone . To identify these two capabilities and work the route of each student between the two are the two main skills that a teacher must have , according to Vygotsky .
to think
Vygotsky attributed much importance to the role of the teacher as booster mental development of children. The idea for further development as a higher learning does not mean, however , that one must submit an encyclopedic amount of content to students. The important thing , for the thinker , is to present children ways of thinking , not before detect conditions that they have to absorb them . And you ? Ever thought of working out criteria for assessing the skills that their 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 ?
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- 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...
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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...