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Search Results: 1 - 10 of 5264 matches for " Angela Uchoa; "
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Protagonismo infantil: co-construindo significados em meio às práticas sociais
Pires, Sergio Fernandes Senna;Branco, Angela Uchoa;
Paidéia (Ribeir?o Preto) , 2007, DOI: 10.1590/S0103-863X2007000300002
Abstract: in this article, the meaning of child participation and his/her effective possibility to take initiatives concerning social practices are discussed considering the institutionalization of childhood and children's segregation from the "adult world". starting from the social construction of the childhood concept, based on the assumption of children inabilities and incapacities, follows a discussion concerning the possible different levels of children participation in decision making. from a sociocultural-historical approach, it is possible to understand how the development of the 'childhood' concept and the adoption of different criteria may promote a closer approach between children and adults and the sharing of projects, responsibilities and commitments.
Cultura, self e autonomia: bases para o protagonismo infantil
Pires, Sergio Fernandes Senna;Branco, Angela Uchoa;
Psicologia: Teoria e Pesquisa , 2008, DOI: 10.1590/S0102-37722008000400004
Abstract: this article discusses the basic dimensions that may contribute to foster children participation in social change: culture, self-construction and autonomy. it presents theoretical concepts and principles of sociocultural constructivism related to self, here conceived as a complex and dynamic system resulting from interactions between active individual and cultural canalizations. taking into account cultural practices related to the institutionalization of childhood, it analyzes how values and beliefs may contribute to children social participation in decision making processes, overcoming current limitations. it concludes that co-constructivism may indeed contribute to promote children social participation, since it emphasizes both culture and the constructive individual.
Iguales, pero diferentes: creencias sociales en la canalización cultural del desarrollo de gemelos
Alessandra Oliveira Machado,Angela Uchoa Branco
Revista de Psicología , 2010,
Abstract: El artículo analiza las teorías y creencias de la madre, abuela y profesora de gemelos monocigóticos sobre su desarrollo, considerando la perspectiva sociocultural constructivista. Se construyeron categorías a través de una análisis interpretativo-cualitativo de las entrevistas. Los resultados se alan que a) las prácticas culturales y educativas en la escuela y la familia dependen de las creencias que tienen los adultos sobre la condición de gemelaridad; b) dichas prácticas parecen tener un gran impacto sobre el desarrollo de las subjetividades de los gemelos; c) existen divergencias en cuando a las creencias y expectativas de la familia y de la escuela en relación al comportamiento y desempe o de los ni os; d) existe una tensión dialógica entre promover una similitud en los procesos de individuación. -- This paper investigates ideas and expectations by the mother, grandfather and teacher of monozygotic twins about their development, considering the sociocultural constructivist perspective. Through an interpretive-qualitative analysis, categories were constructed inferred from participant’s narratives. Results show that: a) cultural and educational practices carried out within school and family contexts depend on adults’ beliefs about twinship; b) such practices may have fundamental impact over the development of subjectivity of each child; c) there are divergences about beliefs and expectations held by family and school contexts about twins’ behaviors and performances; d) there is a dialogical tension between promoting similarity and/or individuation/differentiation processes.
Cultura, cren as e práticas de socializa o de gêmeos monozigótico
Alessandra Oliveira Machado Vieira,Angela Uchoa Branco
Psicologia em Revista , 2010,
Abstract: Fundamentado na perspectiva teórica da psicologia cultural e numa metodologia qualitativa, este estudo teórico objetiva contribuir para a análise da dinamica dos processos de internaliza o que decorrem das práticas culturais e das rela es sociais entre crian as gêmeas e adultos, em contextos específicos. Como parte de uma pesquisa mais ampla, ilustramos o estudo com a análise microgenética de um episódio interativo entre um av e um par de crian as gêmeas, integrada às orienta es para cren as do av , obtidas durante entrevista. Os resultados mostram que as teorias, cren as e intera es mediadas pelo av atuaram de forma consistente, com a promo o da “igualdade” entre as crian as. O impacto de cren as e intera es vividas pelas crian as pode ter um forte efeito na trajetória desenvolvimental de cada um, inclusive na coconstru o das respectivas individualidades. Cren as fortemente enraizadas em níveis afetivos se manifestam através de práticas culturais e processos de media o merecendo, portanto, maior aten o investigativa
Processos de significa??o na rela??o professor-alunos: uma perspectiva sociocultural construtivista
Tacca, Maria Carmen Villela Rosa;Branco, Angela Uchoa;
Estudos de Psicologia (Natal) , 2008, DOI: 10.1590/S1413-294X2008000100005
Abstract: school failure consists of a persistent problem in our educational system. this paper aims at contributing to understand the issue by presenting and theoretically discussing empirical data concerning the dynamics of teacher-students interactions. we draw our analysis on a constructivist sociocultural theoretical framework, which stresses the interactions between sociocultural factors and human agency, claiming for the unison, intertwined nature of affect and cognition. interactive processes lie at the basis of knowledge construction, which takes place along convergent and divergent interaction frames, particularly during negotiations about goals and rules for educational activities. two second-grade classrooms were investigated, the results of microgenetic analysis being especially highlighted and discussed. we show how communicative and metacommunicative strategies, together with teacher beliefs, may promote or inhibit teaching-learning processes. we conclude by discussing how meaning construction processes are profoundly intermingled with the affective-cognitive dimension of human development, and how it may decisively contribute to learning possibilities.
Educa??o infantil, coopera??o e competi??o: análise microgenética sob uma perspectiva sociocultural
Palmieri, Marilícia Witzler Antunes;Branco, Angela Uchoa;
Psicologia Escolar e Educacional , 2007, DOI: 10.1590/S1413-85572007000200014
Abstract: the study analyzed socialization practices promoted within early education settings from a sociocultural constructivist perspective on human development. it aimed at investigating the promotion and/or inhibition of different modes of human interdependency, namely, cooperation, competition and individualism, which are associated with specific social interactions, and values/beliefs orientations. social interaction patterns presented by two teachers and their respective 4 to 6 year-old children were analyzed in two different educational contexts. results showed the promotion of individualistic interactive patterns and competive, with almost no incentive to peer cooperation, neither at a daily basis nor at the level of the teacher-planned structured activity, which was microanalyzed.
Coopera??o, competi??o e individualismo em uma perspectiva sócio-cultural construtivista
Palmieri, Marilícia Witzler Antunes;Branco, Angela Uchoa;
Psicologia: Reflex?o e Crítica , 2004, DOI: 10.1590/S0102-79722004000200007
Abstract: in the present article we argue for the need to develop a conceptual and theorical approach to the study of social motivation, particularly focusing upon the issue of cooperation, competition and individualism. the perspective herein adopted takes into account sociocultural, affective and cognitive dimensions of human social interdependence. we discuss the multiple and diverse components of human motivational system from a systemic and holist viewpoint that emphasizes the contextual and interactive dimensions of developmental processes of value co-constructions, as well as specific patterns of social interactions. the article highlights the need to investigate the topic from a sociocultural constructivist perspective, addressing the methodological issues and, especially, stressing the urge of scientific psychology to contribute to contemporary society by providing a better understanding of processes implied in the development of cooperative, competitive and individualist values.
Negritude e infancia: rela es étnico-raciais em situa o lúdica estruturada
Silva, Marcella Padilha Dantas da,Branco, Angela Uchoa
Psico , 2011,
Abstract: As rela es étnico-raciais no Brasil s o permeadas pelo preconceito, que se torna visível nas desigualdades socioecon micas, porém velado nas intera es sociais. A partir do referencial sociocultural e da concep o dialógica do self, este trabalho objetiva investigar intera es sociais entre meninas negras e brancas em contexto lúdico estruturado. O trabalho foi realizado com oito meninas de 09 a 11 anos, em uma escola pública de Brasília. Em sess es estruturadas, as intera es de quatro meninas em dois grupos do quinto ano fundamental, duas “negras” e duas “brancas”, foram filmadas durante 30 minutos, utilizando brinquedos que poderiam evocar a quest o racial. Três sess es foram realizadas para cada grupo, e um episódio de cada foi selecionado para análise microgenética. Os resultados apontam para a internaliza o precoce de padr es de beleza que desvalorizam tra os fenotípicos da negritude, criando dificuldades para as meninas negras em sua constitui o positiva de si.
Cooperation, competition and individualism from a sociocultural constructivist perspective / Coopera o, competi o e individualismo em uma perspectiva sócio-cultural construtivista
Marilícia Witzler Antunes Palmieri,Angela Uchoa Branco
Psicologia: Reflex?o e Crítica , 2004,
Abstract: In the present article we argue for the need to develop a conceptual and theorical approach to the study of social motivation, particularly focusing upon the issue of cooperation, competition and individualism. The perspective herein adopted takes into account sociocultural, affective and cognitive dimensions of human social interdependence. We discuss the multiple and diverse components of human motivational system from a systemic and holist viewpoint that emphasizes the contextual and interactive dimensions of developmental processes of value co-constructions, as well as specific patterns of social interactions. The article highlights the need to investigate the topic from a sociocultural constructivist perspective, addressing the methodological issues and, especially, stressing the urge of scientific psychology to contribute to contemporary society by providing a better understanding of processes implied in the development of cooperative, competitive and individualist values.
Direitos humanos e democracia na educa??o infantil: atua??o do psicólogo escolar em uma associa??o pró-educa??o
Chagas, Julia Chamusca;Pedroza, Regina Lúcia Sucupira;Branco, Angela Uchoa;
Estudos de Psicologia (Natal) , 2012, DOI: 10.1590/S1413-294X2012000100009
Abstract: the issue of human rights education demands a discussion about the role of the school in developing student citizenship. this process should consider the need for the ideal of democracy to be in every level of the school context; from the pedagogical proposal to its administrative and political organization. in this research we used the knowledge obtained through an experience with school psychology at a children's education institution in brasília that is an association of parents, teachers and employees. the goal is to discuss how the school psychologist participated in implementing the notion of democracy into the school's routine, helped building coherence between the political and pedagogical project, in addition to the educational practices involving the children. the analysis showed how important psychology is in developing a democratic education that focuses not only on teaching the students their rights, but also on learning and developing practices of citizenship.
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