Vygotsky

Psicologia da educação: Temas de desenvolvimento, aprendizagem e ensino

by Guilhermina Lobato Miranda

Introduction: Children, Development and Education–A Dialogue Between Cultural Psychology and Historical Anthropology

by Michalis Kontopodis

Psychology in ordinary lives

by Sardar Anwaruddin

Is Vygotsky relevant? Vygotsky's Marxist psychology

by Martin Packer

Packer, M. J. (2008). Is Vygotsky relevant? Vygotsky's Marxist psychology. Mind, Culture, and Activity, 15(1), 8-31. doi:10.1080/10749030701798607 10.1080/10749030701798607

La propuesta socio-cultural de Vygotsky como alternativa a la vía de desarrollo biológico-madurativa y a la corriente “espiritualista”

by Adolfo Perinat

2011. Revista Psicología. Avances de la Disciplina (U. San Buenaventura, Bogotá), 5(2), 137-145.

La teoría de Vygotsky acerca del desarrollo en los primeros años de vida se proyecta sobre el fondo de la psicología... more La teoría de Vygotsky acerca del desarrollo en los primeros años de vida se proyecta sobre el fondo de la psicología de finales del siglo XIX y primer tercio del siglo XX. Su idea de la sociogénesis, o sea, la influencia determinante de lo social en la configuración del comportamiento, aparece en sus escritos como contrapunto, por un lado, a los enfoques biologizantes que conciben el desarrollo como un mero proceso de maduración mientras que, por el otro, expresa su rechazo a lo que él llama «la psicología del espíritu», en la que percibe pervivencias del idealismo hegeliano. El presente trabajo busca poner en evidencia que, como salida a la encrucijada Vygotsky, escoge una «tercera vía», la sociogénesis, para encauzar el desarrollo de los procesos psíquicos superiores. Se hace una incursión en la sociogénesis, tal como aparece expuesta en las obras de Vygotsky, y se apuntan algunos matices que no deben perderse de vista al valorar esta transcendental aportación.

The psychology of the end of the 19Th Century and first third of the Twentieth Century furnishes the background of Vygotsky’s theory about the psychological development. His idea of the sociogenesis or, in other words, the determinant influence of the so- cial world in the behavioral development, appears in his mind as a counterpoint, on one hand, to biologizing approaches that concei- ve the development as just a maturation process whereas, for the other, expresses its rejection to what he calls «the psychology of the spirit», in which he perceives the long lasting influence of the Hegelian idealism. This paper try to highlight the «third via» –socioge- nesis- that Vygotsky proposes as a valid issue to the crossroads of biological and idealistic psychology. We delve into the vygotskian idea of sociogenesis and point to some nuances that should not be overlooked when considering this transcendental contribution. Key words: Vygotsky’s sociogenesis, biological development, idealistic currents.

Mis encuentros y desencuentros con Vygotsky

by Adolfo Perinat

2009. Quaderns de Psicologia, 11(1/2), 51-60.

El presente trabajo es un relato personal de la investigación que el autor ha realizado en los últimos seis años sobre... more El presente trabajo es un relato personal de la investigación que el autor ha realizado en los últimos seis años sobre la obra del psicólogo ruso Lev S. Vygotsky. El título hace referencia a las impresiones y a la actitud de distanciamiento, que inesperadamente embargó al autor, frente a este renombrado psicólogo, muerto hace más de 70 años, actitud que luego fue reconduciendo al entrar más a fondo en sus obras y descubrir en ellas las influencias clave que determinaron su curso. Algunas de estas influencias pertenecían al dominio de las ideas: Hegel y Marx; otras las extrajo de la psicología de su tiempo: Pavlov, los gestaltistas, Piaget, Janet, Stern; otra influencia –coercitiva- provino vía la imposición de la ideología totalitaria sovieto-marxista. Este cúmulo de influencias hacen de Vygotsky una figura más histórica que actual. El resultado es un juicio a medio camino entre una crítica poco complaciente con una parte del pensamiento de Vygotsky, fruto de una revisión
escrupulosa de su obra, y un homenaje a sus momentos inspiraddos y a ciertas propuestas que, debidamente recontextualizadas, tienen valor duradero.

This is a personal account on an investigation brought about along six years over the work of the Russian psychologist, Lev S. Vygotsky. The title echoes the distancing attitude that, unexpectedly for him, the author kept when he began deepening the Vygotsky’s writings. This attitude took later a new course when the historical and circumstantial influences that gave shape to the psychological thinking of Vygotsky became transparent. Some of these influences belonged to domain of ideas: Hegel and Marx; others came from his contemporary psychology: Pavlov, Gestalt, Piaget, Janet, Stern; and other tragically coercive influence arouse from the imposition of a totalitarian sovieto-marxist ideology. All these of influences summed, made Vygotsky an historical more than today figure. As result, this study on Vygotsky, that follows a detailed analysis of his work, stands in a middle way between a scarcely unobjectionable appraisal of one part of his thinking and the recognition of some brilliant inspired ideas that aptly recontextualized can be of enduring value.

La teoría socio-cultural de Vygotsky: algunas acotaciones a su origen y su alcance

by Adolfo Perinat

2007. Revista de Historia de la Psicología, 28(2), 19-25.

La teoría histórico-cultural pasa por ser una de las piezas más relevantes del pensamiento de Vygotsky. En esta... more La teoría histórico-cultural pasa por ser una de las piezas más relevantes del pensamiento de Vygotsky. En esta comunicación se exponen algunos aspectos de la misma que no han sido tomados habitualmente en consideración por los divulgadores de la obra de Vygotsky. Trataremos, en primer lugar de sus antecedentes en la tradición cultural-psicológica de Rusia y de las influencias filosóficas de Marx y Engels en su concepción. En su exposición, Vygotsky señala dos jalones: el uso de herramientas en chimpancés y la existencia de funciones psicológicas rudimentarias en los pueblos primitivos. Sin más, da por coronado el proceso de evolución psicológica de los humanos. Su teoría tiene, sin embargo, dos caras: una la pretende demostrar que la psique humana se ha constituido en un proceso que tiene su historia. La otra es la que, a partir de los pasos que ha seguido la humanidad hasta hacerse con ciertos artificios culturales (que Vygostky asimila a “herramientas”), los traduce en pautas pedagógicas aplicables a los niños en su formación escolar. Todos estos aspectos merecen una revisión crítica que ponga en relieve las limitaciones de la teoría histórico-cultural siendo una de las principales que es inasequible a un tratamiento científico y que, por tanto, se queda en una proposición grandiosa (una “gran narrativa”) pero de escasa consistencia.

Learning a supervernacular: Textspeak in a South African township 2012

by Jan Blommaert

La didactique de l'anglais du point de vue de la psychomecanique: pour une approche cognitive de la pedagogie

by Jacques Coulardeau

La didactique de l'anglais du point de vue de la psychomecanique [microform] : pour une approche cognitive de la pedagogie /
Coulardeau, Jacques., Université De Bordeaux II.
Abstract Thesis (doctoral)--Université de Bordeaux II.
Publication details
Download http://worldcat.org/oclc/62521263
Repository OCLC's Experimental Thesis Catalog (United States)
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Language fre

Université Victor Segalen - Bordeaux 2
BORDEAUX2-BU Sci.Homme/Odontol.
Bordeaux CEDEX, 33076 France

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Vygotsky, Dewey, and Externalism: Beyond the Student/Discipline Dichotomy.

by David R. Russell

A importância do livro Psicologia Pedagógica para a teoria histórico-cultural de Vigotski

by Joao Batista Martins

published in Análise Psicológica 2 (XXVIII): 343-357, 2010.

This work aims to present an analysis on book’s Lev S. Vigotski entitled Educational Psychology published in 1926,... more This work aims to present an analysis on book’s Lev S. Vigotski entitled Educational Psychology published in 1926, with the objective of identifying some elements that it allows us to characterize your scientific project for the psychology. Like this, along the analysis, we established an approach of Vigotski with the Marxism and with the dialetic, indicating the intention of Vigotski in building a psychology taken root in the historical materialism and dialetic and that such proposition was already idealized in the beginning of your career, among 1917-1923. We located the book Educational Psychology while a paradoxical work because to the same in time that throws the bases for a new psychology, it doesn’t stop pointing your transitory character.

The methodological perspective in Vygotsky: the dialetical materialism

by Joao Batista Martins

published in Semina: Cie Soc./Hum., Londrina, v. 15, n. 3, p. 287-295, Sept. 1994.

Some concepts developed by the Soviet Psychology (specially by Vygotsky, Leontiev and Luria) are discussed. Based on... more Some concepts developed by the Soviet Psychology (specially by Vygotsky, Leontiev and Luria) are discussed. Based on the concepts, the historical and dialetic materialism for the children psychological development study are revived

Newton Duarte - Education as Mediation

by Newton Duarte

Entre Linguagens e Pensamentos: Vigotski e o teatro

by Robson Corrêa de Camargo

This study aims to reveal the results of a literature that has as its theme the deep relations between the Russian thinker Lev S. Vygotsky (1896-1934) and the theater. For both the data and analysis presents the biography of the author in focus, its relations with the theater and the contributions of these in the construction of his thought. Presents a dialogue between theater and aesthetic analysis in the form of “criticism of reader” proposed by Vygotsky, the influence of Shakespeare's Hamlet and also mounting symbolist held in Russia by Gordon Craig / Stanislavski in the fundamentals of the theory of the thought and Vygotskyan language, as well as an examination of this approach in performing the monologue (scene text) and the interior monologue (built by the actor / character). Thus this work extends the data and possible interpretations of the life and work of Vygotsky, as well as deeper reflections of the author with the theatrical practice.

Keywords: Vygotsky, theater, thoughts, languages.

Este trabalho tem por finalidade revelar os resultados de uma pesquisa bibliográfica que tem como temática as... more Este trabalho tem por finalidade revelar os resultados de uma pesquisa bibliográfica que tem como temática as profundas relações entre o pensador russo Lev S. Vigotski (1896-1934) e a arte teatral. Para tanto apresenta os dados e a análise da biografia do autor em foco, das suas relações com o teatro e das contribuições destas na construção do seu pensamento. Apresenta um diálogo entre o teatro e a análise estética sob a forma de “crítica de leitor” proposta por Vigotski; a influência de Hamlet de Shakespeare e também da montagem simbolista realizada na Rússia por Gordon Graig/Stanislavski nos fundamentos da teoria vigotskiana sobre o pensamento e a linguagem; bem como uma aproximação deste exame na realização do monólogo (texto em cena) e o monólogo interior (construído pelo ator/personagem). Deste modo este trabalho amplia os dados e possíveis interpretações sobre a vida e obra de Vigotski, assim como aprofunda as reflexões deste autor com a prática teatral.

Palavras-chave: Vigotski, teatro, pensamentos, linguagens.

VIGOTSKI E O TEATRO: DESCOBERTAS, RELAÇÕES E REVELAÇÕES - Edlucia Robelia Oliveira de Barros; Mauch e Camargo - Em Psicologia em Estudo 2011

by Robson Corrêa de Camargo

Este texto tem por finalidade revelar os resultados parciais da pesquisa em andamento que investiga as profundas relações dos escritos do psicólogo Lev S. Vigotski (1896 - 1934) com a arte teatral. Para tanto, apresenta dados referentes à biografia do autor, como a questão de, em sua juventude, ele ter sido apreciador, leitor de obras dramáticas, diretor e ator, experiências, que contribuíram na sua formação e estão expressas em produções como A Tragédia de Hamlet, Príncipe da Dinamarca (1968), que mostra fortes influências do espetáculo Hamlet (1911), dirigido por Gordon Craig e Stanislavski. Além disso, este texto exibe breves comentários acerca de obras de Vigotski, entre as quais Psicologia da Arte (1965), que oferece uma noção de recepção estética da catarse fundamentada no contraditório. Tais dados vêm ampliar os conhecimentos e as interpretações acerca da vida e obra do psicólogo russo, bem como os estudos a respeito da relação dele com o teatro.

This paper aims to reveal the partial results of ongoing research that investigates the deep relationship of the... more This paper aims to reveal the partial results of ongoing research that investigates the deep relationship of the writings of psychologist Lev S. Vygotsky (1896 - 1934) with the theatrical art. It presents data on the biography of the author, as a matter of him having been in youth, lover, reader of dramatic works, director and actor. Experiences that contributed to its formation and are expressed in productions such as The Tragedy of Hamlet, Prince of Denmark (1968), which has strong influences of the show Hamlet (1911), directed by Gordon Craig and Stanislavsky. Moreover, the text displays brief comments about the works of Vygotsky, among these, Psychology of Art (1965) that provides a notion of aesthetic reception based on contradictory catharsis. Data that are expanding knowledge and interpretations about the life and work of the Russian psychologist, as well as studies regarding his relationship with the theater.

Developing a 'leading identity': the relationship between students' mathematical identities and their career and higher education aspirations. Educational Studies in Mathematics Volume 73, Number 1, 55-72

by Laura Black

The construct of identity has been used widely in mathematics education in order
to understand how students (and... more The construct of identity has been used widely in mathematics education in order
to understand how students (and teachers) relate to and engage with the subject (Kaasila,
2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory
(CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key
‘significant’ activities that are implicated in the development of students’ reflexive
understanding of self and how this may offer differing relations with mathematics.
According to Leont’ev (1981), leading activities are those which are significant to the
development of the individual’s psyche through the emergence of new motives for
engagement. We suggest that alongside new motives for engagement comes a new
understanding of self—a leading identity—which reflects a hierarchy of our motives.
Narrative analysis of interviews with two students (aged 16–17 years old) in postcompulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’
leading identity throughout her narrative and, thus, her motive for studying mathematics is
defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a
leading identity which is focused on the activity of studying and becoming a university
student. As such, his motive for study is framed in terms of the exchange value of the
qualifications he hopes to obtain. We argue that this empirical grounding of leading activity
and leading identity offers new insights into students’ identity development.

Social Relations and cognitive development: The influence of conversation types and representations of gender.

by Charis Psaltis

Psaltis, C. & Duveen, G. (2006). Social Relations and cognitive development: The influence of conversation types and representations of gender. European Journal of Social Psychology,36, 407-430

While the productive role of social interaction between peers in promoting cognitive development has been clearly... more While the productive role of social interaction between peers in promoting cognitive development has been clearly established, the communicative processes through which this is achieved have not been clearly identified. This paper reports a study in which 184 6.5 to 7.5 year old children were presented with a Piagetian task of conservation of liquid. Both male and female non-conservers worked with a conserving partner in either same or mixed-sex dyads, thus creating four different pair types. The pairs were asked to discuss their conflicting answers and agree upon a joint response. Cognitive progress was assessed by pre to post-test gains. The results indicated that the type of conversation established during the interaction was strongly related to the outcome. The results also indicate that the gender composition of the pairs influenced the type of conversation which occurred and the outcome measures. These results are discussed in relation to the general model of socio-cognitive conflict, and highlight the role of representations and expectations of gender in the way in which the conflict is expressed and resolved in conditions of aligned or conflicting knowledge and gender asymmetries.

The Social and the psychological: Structure and Context in Intellectual Development

by Charis Psaltis

Psaltis, C., Duveen, G., and Perret-Clermont, A. (2009) in Human Development, 52, 291-312

This paper discusses the distinct meanings of internalization and interiorization as ways of rendering intelligible... more This paper discusses the distinct meanings of internalization and interiorization as ways of rendering intelligible the social constitution of the psychological in a line of research that started with Piaget and extended into a post-Piagetian reformulation of intelligence in successive generations of studies of the relations between social interaction and cognitive development. While the same clarity cannot be found in Vygotsky’s work, the emphasis on the cultural embeddedness of cognitive activity in contemporary cultural psychology has also been a significant influence on the evolution of this work. This paper proposes a further integration of these perspectives by developing the idea of operativity-in-context as a means of retaining the advantages of Piaget’s structural analysis of cognition whilst recognizing the situational and cultural constraints on cognitive functioning.

The metaphor of the triangle in theories of human development.

by Charis Psaltis

Zittoun, T.,Cornish, F. , Gillespie, A. & Psaltis, C.  (2007). The metaphor of the triangle in theories of human development. Human Development, 50, 208-229.Commentaries by J.Martin and M.Ferrari http://content.karger.com/ProdukteDB/produkte.asp?Aktion=Ausgabe&Ausgabe=233249&ProduktNr=224249

Developmental psychologists have a long history of using triangle metaphors to conceptualize the social constitution... more Developmental psychologists have a long history of using triangle metaphors to conceptualize the social constitution of psychological development. In this paper, we present a genealogy of triadic theories, to clarify their origins, distinctions between them, and to identify key themes for theoretical development. The analysis identifies three core triangle models in the developmental literature. Each theory relies on some combination of the terms subject, object, other and sign, and they can be distinguished by the core psychological dynamic which they entail. We distinguish an emotional triangle rooted in psychoanalysis, a mediational triangle rooted in the work of Vygotsky, and a sociocognitive triangle originating with Piaget. Despite their differences, the analysis reveals a common theme of the transformation from external mediation to internal mediation. Contemporary research and possible future directions are discussed in the light of the theoretical distinctions that our genealogy has revealed.

Communication and the construction of knowledge or transmission of belief: The role of conversation type and behavioral style

by Charis Psaltis

Psaltis, C. (2005). Communication and the construction of knowledge or transmission of belief:  The role of conversation type and behavioral style. Studies in Communication Sciences, 5, 209-228.

In this paper it is proposed that a central topic of inquiry in the study of social knowledge should be the... more In this paper it is proposed that a central topic of inquiry in the study of social knowledge should be the clarification of the conditions of communication that are likely to lead to the attainment of knowledge rather than to the transmission of belief. Insights and empirical evidence from social developmental psychology are presented that shed light on this issue. It is argued that social relations established between the partners in communication in the form of different conversation types are differentially linked to representations of an object based on the construction of new knowledge or transmission of beliefs. A central mechanism that constrains or enables the establishment of particular conversation types is social recognition, as this is manifested in different behavioural styles in communication.