A microgênese do desenvolvimento sociocognitivo no ambiente Logo
Keywords:
Social interaction in problem solving, microgenetic methology, LOGOAbstract
Thc positive cffects of social interaction upon problem solving activities havc been consistently reported. Recently, Perrct-Clermont and collaborators (1991) argued for inclusion of interpretation of situations in analyses of such activitics. This study aims at l) developing a microgenetic methodololy to analyse the social intcractions and 2) investigating how two nine year-olds and a teacher solvcd the task of programming with LOGO language. Torce sessions were videotaped and microgenetically analysed. Different pattems of intcraction emerged depending on thc objectives the triad set for eachscssion. Also, the compctcnce oftheir programming related to better rapport among thesubjects and better understanding by them ofthc situation. It is suggested that microgenetic analysis contributes to the study of complex interactional processes.
Downloads
References
AZMITIA, M. {1988) Peer intcraction and problem. solving: When are two heads bettcr than one? Chi/d Development, 59, 87-96.
BOSSUET, G. (1985) O computador na escola: sistema Logo. P.A.: Artes Médicas.
COSTA, I.T. (1992) A ampliação de ''possíveis" no de senvolvimento cognitivo de adolescentes com lesão do Sistema Nervoso Central, em ambiente informatizado. Dissertação de mestrado não publicada. UFRGS, P.A.
DOISE, W.& MUGNY, G.(198l)Le Devel<>pmentSocial de l'Intelligence.Paris: JnterEditions.
DOISE, W. (1982) L'Exp/ication en Psychologie Sociale. Paris: Presses Universitaires de France.
DOISE, W. (1985a). Psychologie Sociale et construti visme cognitif. Archives de Psychologie,53,127-140.
DOISE, W. (1985b) Social regulations in cognitive deve lopment. in R.A. Hinde, A.N. Perret-Clermont & J. Stevenson-Hinde (eds.), Social Re/ationships and Cognitive Deve/opment. Oxford: Oxford University Press.
DOISE, W.(1990) The development of individual compe tencies through social interaction. ln H.C. Foot, M.J. Morgan & R.H. Shute (eds.), Children Helping chil dren. N.Y.: Wiley.
DOISE, W. (1991) Cooperation et conflit dans une pers pective piagétiene. Revue Européene des Sciences So ciales, 29, 89, 13-23.
ELLIS, S. & GAUVAIN, M. (1992) Social and cultural influences on children's collaborative interactions. ln L.T. Winegar & J. Valsiner (eds.), Children's Deve lopment WithinSocialContext, Vol.2.Hillsdale:LEA.
FORMAN, E. & CAZDEN, C.B. (1985) Exploring Vygotzkian perspectives ineducation:thecognitive value of peer interaction. ln J.V. Wertsch (ed.), Culture, Communication and Cognition: Vygotskian Perspec tives. Cambridge University Press.
INHELDER, B. & CAPRONA, D. de (1992) Vers le constructivisme psychologique: structures? Proce dures? Les deux indissociables. ln B. lnhelder, B. & G. Céllericr (cds.), Le Cheminement des Découvertes de l'Enfant. Neuchâtcl: Delachaux et Nestle.
KESSELRING, T. (1990) Os quatro níveis de conhe cimento de Jean Piaget. Educação e Realidade, n 15, J, 3-32.
KESSLER, C.H. (1991). Distúrbios no desenvolvimento: cogniçãoouafeto?Tese nãopublicada. UFRGS, Porto Alegre.
KINDERMANN, T & VALSINER, J. (1989). Research strategies in culture-inclusive developmental psycho logy. ln J. Valsiner (ed.). Chi/d Development in Cul tural Context. Toronto: Hogrefe e Huber Publishers.
MARASCHIN, C.(1989) Os processos de leitura e escrita decrianças em interação com o computador. Arquivos Brasileiros de Psicologia, 4, 1, 3-11.
MOCH, M. (1987) Asking questions: An expression of epistemological curiosity in children. in D. Gõrlitz & J.F. Wohlwill (eds.), Curiosity, Jmagination and Play. Hillsdale: LEA.
PAPERT, S. (1985) Logo: Computadores e Educação. S.P.: Brasiliense.
PERLMUTTER, M., BEHREND, S.D., KUO, F. & MULLER, A. (1989) Social influences on children's problem solving. Developmental Psychology, 25,744- 754.
PERRET-CLERMONT,A.N. (1987) Desenvolvimentoda Inteligência e Interação Social. Lisboa: Instituto Piaget.
PERRET-CLERMONT,A.N.;PERRET,J.F.&BELL,N. (1989) The social construction of meaningand cogni tive activity in elementary school children. Confe rence on Socially Shared Cognition. University of Pittsburgh.
PERRET-CLERMONT, A.N. (1990) What is it that deve lops? Symposium onsocial interaction and knowledge acquisition. Universitá di Roma "La Sapienza".
PERRET-CLERMONT, A.N.; SCHUBAUER-LEONI, M.L. & GROSSEN, M. (1991) lnteractions sociales dans le development cognitif: nouvelles directions de recherche. Cahiers de Psychologie, 19, 17-39.
PERRET-CLERMONT,A.N.& GROSSEN, N. (noprelo) Psycho-Socia/ Perspective on Cognitive Develop ment: Construction of Adult-Child Jntersubjectivity in Logic Tasks.N.Y.: SpringerVerlag.
PIAGET, J. (1965/1973) Estudos Sociológicos. R.J.: Forense.
PIAGET, J. (1932/1977) O Julgamento Moralda Criança. S.P.: Mestre Jou.
PIAGET, J. (! 928)Logique Génetique et Sociologie. ln J. Piaget, Etudes Sociologiques. Genéve: Droz.
PIAGET, J. (1933) L'individualité en Histoire de L'indi vide et la fonnation de Ia raison. ln J. Piaget. Etudes Sociologiques. Genéve: Droz.
PIAGET, J. (1976) Postface. Archives de Psychologie, 44, 171, 223-228.
PIAGET, J. (1986) A Linguagem e o Pensamento da Criança. S.P.: Martins Fontes.
RAMOZZI-CHIAROTINO, Z. (1972) Piaget: Modelo e Estrutura. R.J.: José Olyrnpio.
SPERB, T.M.; FREITAS, L.B.L. & GROHS, G. (1992) Interação entre parceiros ou interação tripolar? Poster apresentado na 44ª Reunião Anual do SBPC. S.P.
WINEGAR, L. & VALSINER, J. (1992) Children's Development Within Social Context, vol. 2. Hillsdale: LEA.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 1995 Tania Mara Sperb, Lia Beatriz de Luccas Freitas , Gláucia Helena Motta Grohs
This work is licensed under a Creative Commons Attribution 4.0 International License.
