Vygotsky Research Articles

A leitura como encontro da outra palavra e da palavra outra: Proposições teórico-metodológicas para o trabalho docente em língua portuguesa

Este artigo tem como tema formação de leitores na educação básica e se organiza com o objetivo de promover proposições teórico-epistemológicas que sirvam de ancoragem para práticas metodológicas desenvolvidas por professores de Língua Portuguesa. Partindo da concepção de encontro (PONZIO, 2010), propõe-se trabalhar a leitura nas duas dimensões que a integram: intrassubjetiva e intersubjetiva. A ancoragem teórica é histórico-cultural, partindo da psicologia da linguagem de Lev Vigotski e da filosofia da linguagem de Bakhtin. Trata-se de um estudo qualitativo de enfoque documental, cuja geração de dados incluiu análise de excertos de pesquisas do Grupo de Pesquisa Cultura Escrita e Escolarização, vinculado à Universidade Federal de Santa Catarina, e documentos parametrizadores da educação. Os resultados compõem a proposição de um encaminhamento teórico-epistemológico materializado em um diagrama de Integração Didática, a partir do qual é possível desenvolver um trabalho com leitura que dê conta dos níveis social e linguístico do texto-enunciado.

Social Skills for Homeschooling Students

This research was meant to provide insight into the impacts of homeschooling on the social life of homeschooled children. The study draws on learning theories from various scholars and theorists, such as Lev Vygotsky and Jean Piaget, to explain the basis of homeschooling in as far as social development of a child is concerned. The methodological approach of the study was multiple case studies with 12 participants, half of whom were students currently being homeschooled, and the rest were parent instructors. Semi-structured interviews were used to obtain qualitative data. The findings of the study showed that homeschooling generally enables children to acquire good morals and values, which are essential in social interactions with people. However, it became apparent that to foster the cognitive development of a child; one needs to be given some time to physically interact with peers, albeit in controlled environments under the supervision of the parents. The study concludes that homeschooling can enhance a child’s social skills, provided the necessary teaching approach is taken by the parent instructor to facilitate constructive social interactions with peers.

Зона ближайшего развития, скаффолдинг и деятельность учителя

The construction of the zone of proximal development (ZPD) in the context of teaching activity is discussed in the paper.ZPD is compared and contrasted with the concept of scaffolding as introduced by Jerome Bruner. In the context of its potential for operationalisation in the form of teacher activities, the author examines key ZPD content given by Lev Vygotsky in terms of the complex interaction of spontaneous (everyday) concepts formed prior to the beginning of school education with scientific (theoretical) concepts formed during schooling. Vygotsky’s main idea about the leading role of scientific concepts in the restructuring of previously formed spontaneous concepts, as well as in the development of the child’s holistic thinking, leads to the conclusion that it is possible also to directly influence the spontaneous formation concepts change through the organisation of collectively distributed forms of educational activity and in a polylogue based the Socratic method. The leading psychological processes, which ensure the development of spontaneous concepts through their greater generalisation and awareness, comprise the processes of exteriorisation of spontaneous concepts, reflection and subsequent interiorisation of a collectively constructed concept. Therefore, the activities of teaching in constructing a ZPD include providing conditions for the distribution of individual operations in the course of a joint learning action and facilitating a polylogue to ensure the effective functioning of these psychological processes in the course of specifically organised learning activities.

HANDEL’S OPERAS IN THE CONTEXT OF CONTEMPORARY DIRECTING: ON THE IMPLEMENTATION OF FILM COMPOSITION PRINCIPLES IN OPERA PERFORMANCES

The article was inspired by the authors’ reviews of modern productions of Handel’s Baroque operas in 2019, presented in the three German cities: Halle, Bad Lauchstädt and Bernburg. Halle, where Georg Friedrich Handel (1685–1759) was born, is also a venue of the annual International Handel Festival, dedicated to the works of the great Saxon and his contemporaries. The concept of the festival in 2019, Sensitive, heroic, sublime: Handel’s women, was devoted to studying the female images embodied in his operas. In considering the scientific and artistic concept, the authors concluded that the directors’ understanding of these operas has expanded through the integration into musical drama of the compositional principles of film editing and the expressive means of modern, primarily screen arts. To study this phenomenon, we turned to the scientific tools developed in Russia by the two Soviet researchers who have become seminal in their field. One of them was the psychologist Lev Vygotsky, who, exploring the spiritual world of the protagonists in fine literature, revealed their psychological contradictions, expressed in the conflict of the narrative and the plot. Another The other, Sergei Eisenstein, was well-versed in Vygotsky’s manuscript of his study, Psychology of Art, and, influenced by some of these ideas, created his own “psychology of art”, which is set out in his works of various years. The core of this concept was “the transition from the Expressive Movement to the image of the art work… as a process of interaction of layers of consciousness” [1, p. 188], which allowed for multiple entries into the artistic image (one of the authors has applied this method of analysis in a work devoted to the integration of the principles of painting and cinema: [2, pp. 63–86]). Some features of the cinematograph also support such entries, and the first among equals here is the principle of intellectual editing developed by Eisenstein. In his montage theory, other types of editing—linear, parallel, associative—have been generalized and developed into a large-scale system for exploring the psychology of heroes in art. The essence of these processes, identified in the article, made it possible for the authors to discern the phenomenon of building the meaning in the Halle directors’ interpretations of Handel’s operas, which arises from the merger of the two seemingly irreconcilable and conflicting layers of consciousness: Baroque and eclectic modern, which emerged at the turn of the last century.

Social constructivism and play of children with autism for inclusive early childhood.

It has been more than two decades since Mallory & New (1994) proposed the use of Lev Vygotsky’s social constructivist theory as a framework for inclusive practices in early childhood education. This article relates part of a research on the play interactions of children with Autism Spectrum Disorders (ASD) within an inclusive early childhood school to the elements of sociocultural theory. Direct observation within the natural play settings of nine children with ASD between two- to five-years old was used to gather data for this study. Interactions within the indoor and outdoor play routines of children with ASD with their peers and educators were observed and recorded for two weeks. The anecdotes of the play interactions derived from the recordings were coded into five play categories to determine how routines for play reflect the interactions experienced by children with ASD. The aim of this article is to provide documentations of the play interactions of children with ASD within their natural educational settings and examine how the elements of social constructivism as a theoretical framework for inclusive practice are reflected. In line with the writings of Mallory, this paper intends to demonstrate how a theoretical framework could guide educational practices.

Teaching Assistants (TAS) for Enhancing Students Soft Skills :

In the developed countries around the world, for helping both the teachers and students in academia, the concept of Teaching Assistance is a very familiar one. Though this practice is very rare in Bangladeshi context, but it prevails in some of the leading private universities. Teaching assistants have to have an interest in education, a patient, non-judgmental attitude because the primary role of the teaching assistants is to work with teachers to raise the learning and attainment of students so that they can access the curriculum, participate in learning and experience a sense of achievement. This paper aimed to find out teachers' and students' perceptions about the efficacies and role of Teaching Assistants for developing students' soft skills at Private Universities in Bangladesh. 10 teachers and 150 students from a leading private university had been selected for collecting data. Interview questions for the teachers and survey questionnaire for the students had been used. As a theoretical framework this study used Lev Vygotsky's theory of Zone of proximal Development. Teachers' interview data reflects that TAs can lead to improvements in students' skills, and they also have positive effects in reducing stress or workload of the teachers. It is also found from students' responses that the TAS help them in learning and course management. From the findings of the study, it can be recommended that, as the practice of teaching assistance is helping both the teachers and students; other tertiary institutions can incorporate it in their own institutions.

A mediação na Educação Infantil: possibilidade de aprendizagem

A educação Infantil favorece contexto de aprendizagem para a criança quando possibilita um processo de mediação. A mediação na educação é a intervenção que estabelece relações intermediárias para a aprendizagem. O trabalho trata-se de um ensaio bibliográfico que discute na obra de Lev Vygotski o processo de mediação na educação e em autores da infância a possibilidade de aprendizagem por meio da mediação na educação infantil. O texto discute um percurso de mediação que possibilita uma multiplicidade de ações para a compreensão da aprendizagem que parte do interesse da criança. A criança no processo de mediação é envolvida por relações indiretas, ou seja, uma ação mediada pelo meio para realizar alguma atividade. A discussão aponta que o ambiente para a criança na educação infantil tem múltiplas aprendizagem a partir de situações mediadas por signos, instrumentos e sujeitos mais experientes, no qual possibilita a construção do conhecimento na ampliação das experiências tornando as crianças sujeitos ativos de sua aprendizagem.

Spectrum of Social Science Education: Reconstruction of Social Science Competencies Based on Vygotsky’s Social Reconstruction Formula in Primary School

Abstract: In general, this research aimed to develop new formula of ideas and hypothesis of social science education curriculum of primary school. The development was done through the integration of the principles of social reconstruction and constructivism of Vyg otsky in interactional construction. This research used the design of development research, conducted in Bali Prov ince by inv olv ing education experts, principals, teachers and primary school students as research samples determined by purpos ive-randomization. The data instruments of this research consisted of observation sheets interview guides, questionnaires and test of learning outcomes. The whole research data was analyzed qualitatively with an interactive cycle model and CAR (Contextuality-Accuracy- Relevancy) Model, combined with quantitative analysis to comparatively graded the advantage of social reconstruction design with conventional learning design in social science education of primary school. The result of the study indicated that: the social science competency which allowed for students of primary school in accordance with the social constructivism design of Vygostky consisted of: personal competence, sociocultural and intellectual competence, the relevant social science material structure to develop was when systematically organized as real pedagogical learning experiences, sociocultural, psychologycal by relied on the principle of “A student’s as a psychological, sociocultural and intellectual horizons reconstructions-based” and social science classroom environment was a psychological and sociocultural context that should be laid out and directed at efforts of. dynamization of student position from natural position to sociocultural position, provide facility and personal and sociocultural mediation to students in their endeavors to reconstruct the contents, functions and operations contained within their personalities structure.

Artist as teacher and model

Abstract Being an artist is often an enigma to art students. They need a model who will demonstrate a way to navigate the world as an artist. We are that model. As art educators, we can help demystify the practice of being an artist and help our students understand it by offering ourselves as models and mentors. In this undertaking, we should be open with students about our own odysseys as artists. Especially the many failures and hardships we faced and overcame to succeed. This modelling of art practice is a form of ‘lending consciousness'. Developed by Russian psychologist Lev Vygotsky, this concept asserts the idea that development is a social or communal process as well as a pedagogical one. By creating a learning environment where we model, as well as instruct, we alter the traditional role we play in the classroom. When our teaching and art-making become intertwined, the students benefit greatly from a more engaged instructor, and it is more likely that they will see themselves as artists-in-training.

Learning by Nature: The Implementation and Evaluation of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft

The aim of this study is to determine the usefulness of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft for teaching and learning the topic ‘Batik Pelangi’ in Visual Art Education (VAE). The pictorial module was developed using the ADDIE Model that was supported by Zone of Proximal Development (ZPD) – Scaffolding by Lev Vygotsky (1978). This study uses the Design Development Research (DDR) approach. The Pictorial Module was evaluated by two expert panels which is one experienced VAE school teacher and one Visual Art senior lecturer at a local university. A purposive sampling consisting of 29 VAE students and one VAE teacher were used in this research to measure their acceptance using the module. Both the responding groups of students and VAE teacher provided positive feedbacks toward learning and teaching using the module. Based on the findings, the Pictorial Module is relevant and appropriate to be implemented at secondary school level for art education in Malaysia.

Psicología cultural: introducción y visión general

Este artículo proporciona una introducción y una visión general de la psicología cultural. Comienza con la introducción de las tres figuras principales del Círculo Vygotskiano en las décadas de los veinte y los treinta: Lev Vygotsky, Alexander Luria y Alekséi Leontiev, ya que la colaboración entre ellos es importante porque demuestra que el estudio de la cultura y de la neurobiología no son líneas de investigación opuestas, sino complementarias. Seguido a esto, se bosqueja brevemente la historia de la psicología cultural en el mundo de habla inglesa y se presentan algunas de sus principales figuras. Después, se hace énfasis en el proyecto de Vygotsky, explicando su diagnóstico de la crisis en la psicología y su solución para evitar el dualismo. Luego, se hace foco en las características clave del relato de Vygotsky sobre el desarrollo de los niños, describiendo su reconstrucción de las etapas y transiciones de la ontogénesis y ofreciendo una interpretación del proceso de internalización. Concluye con una discusión de la metodología de la investigación en psicología cultural, explicando en qué se diferencia de los diseños cuasi experimentales típicos de la psicología transcultural.

Printed and Digital Media: Printed and Digital Textbooks

This paper aims to sketch a framework for comparing the efficiency of printed and digital textbooks. Considering the fact that digital textbooks are a relatively new phenomenon, they lack both practical experiences with their use, and research on their efficiency - which is why all results will only be of a preliminary nature. This is also why our paper will focus on an initial definition of not only the theoretical framework for analysing the nature of digital media, but also for analysing printed and digital textbooks. The broadest theoretical framework consists of Lev Vygotsky’s theory on the character of culturally-psychological tools and their influence on the functional organisation of the brain and of Marshall McLuhan’s theory of media, concerning the general fact of the medium (and not its content). The theoretical analysis shows that media (printed and digital) have significant impacts on the functional organisation of the brain, which is based on the brain’s neuroplasticity. The analysis of digital media shows that they possess a set of specific features that, despite all the advantages they have, carry important risks for the organisation and functioning of the brain and for the process of learning. The production of digital textbooks also faces a significant number of challenges that the current production has not yet solved. Empirical research on the process of digital reading and understanding what has been read, indicate all the problems that still exist in digital textbook creation.

Anthropology of Peter: Lev Vygotsky witnessed by Peter Schedrovitsky

Anthropology of Peter: Lev Vygotsky witnessed by Peter Schedrovitsky

당연한 것을 찬찬히 진지하게 돌아보게 하는 박동섭의『비고츠키, 불협화음의 미학』

당연한 것을 찬찬히 진지하게 돌아보게 하는 박동섭의『비고츠키, 불협화음의 미학』

Vygotsky’s natural history of signs

The paper organizes the topic of signs in Lev Vygotsky’s various writings into a coherent whole in order to study signs’ role in child development. Vygotsky related conventional signs that have their origin in interpersonal communication, and are subject to cultural history taking place over generations during historical time, to psychological functioning of individual human beings. Vygotsky’s “natural history of signs” is the study of how symbolic activity appears and develops. The paper outlines the process of inclusion of symbols within the behaviour of the child and gives an account of various changes in psychological functions and their interrelations that it brings along. In cultural development specifically human forms of behaviour appear, and children’s relationship to social and material environment is changed qualitatively. Vygotsky outlines the formation of sign use and analyses its developmental steps. Vygotsky’s approach explains how the use of various sign systems shapes both the cognitive processes in the person, the child, and the cognitive development as a whole. Vygotsky’s approach to signs is presented within the conceptual framework of its time.

(Re)Introducing Vygotsky's Thought: From Historical Overview to Contemporary Psychology.

Theories formulated by Russian psychologist and educator Lev Vygotsky currently range from being applied and celebrated across multiple contexts to be considered outdated. In this paper, we maintain that such inconsistency in application stems from the overreliance on translated or reformulated Vygotskian theories, the attempts to understand these ideas in isolation from the scientific historical context of their development, and the impact of Vygotsky’s personal life circumstances on the development of his scholarship. It is known that Vygotsky’s untimely death prevented him from elaborating on his theoretical views and expanding his early empirical work. We suggest that Vygotsky’s scholarship could be better understood in light of the core principles that transcend all aspects of his work. In this paper, we elaborate on two such core principles: theories of language development and their relation to the integrated systemic approach to psychological development. We argue that although linguistic and historical boundaries have shaped the common perception of Vygotskian theories in anglophone research in a specific way, there is a potential for a renewed application of these theories to modern psychology that might be especially relevant in light of the increasingly interdisciplinary character of the modern science. To support our argument, we provide a brief overview and examples of potential connections between Vygotsky’s scholarship with contemporary landscape in psychological science. The paper presents a brief introduction to the topic of Vygotskian work and its application to modern psychology, rather than an addition to the field of Vygotskian scholarship. It is geared toward non-Vygotskian scholars and invites researchers working in interdisciplinary areas of psychology.

Social Genesis in Computing Education

It is common to think of learning as the acquisition of knowledge by an individual learner. Starting a century ago, Lev Vygotsky developed a different perspective on learning, initiating a tradition of educational research whose momentum and influence continue to grow. One of Vygotsky's key principles is the general genetic law of cultural development that states that whatever skilled cognition that individuals carry out within their own minds is preceded by homologous activity carried out by a social group of which this individual was a part. In linking the individual and society through this law, learning is not simply a matter of the acquisition of domain knowledge. Rather, it is a cyclic process by which a social group, in its functioning through joint activity, leads to individuals taking into themselves (i.e., internalizing ) the social forms of activity. In this article, our goal is to explicate Vygotsky's genetic law and demonstrate its utility for yielding novel insight into computing education. We provide an extended illustration of the use of Vygotsky's law in examining a teacher and students in a university setting write code together during a class session. What our analysis reveals is that the teacher and students together enact a sequential, rule-based, and dialogical process of problem decomposition and code writing far different from the plan and schema-based models for programming that have emerged from prior research focused on the individual student and their cognitive strategies and structures. We provide commentary on implications of the genetic law for both research and practice in computing education.

Challenges for Professional Development of Malaysian ESL Teachers

The paper aims to provide insights into the current understanding of the challenges
 faced by in-serviced primary school ESL teachers in completing their degree on
 a part-time basis. In relation to the government’s effort to improve the quality of
 primary education, many English language teachers have enrolled in the ‘Teacher’s
 First-degree program’ offered by the Ministry of Education. The participants of the
 program, somehow, face a number of challenges. As adult learners, the ESL teachers
 need to follow in doing the degree part time as all of them are full time teachers
 and teaching in different schools. Sociocultural theory of Lev Vygotsky provided
 the theoretical framework for this case study. This qualitative study explored the
 experiences of five in-service primary school English language teachers who were
 involved in the program. Semi-structured interviews were carried out to identify the
 challenges faced by the teachers in completing a primary school teacher’s first-degree
 program organized by the Ministry of Education (MOE). The main data generated
 from semi-structured interviews was analysed using thematic analysis approach. The
 findings revealed that job commitments, family commitments, health mental issue and
 time management are the main challenges faced by them. Exploring in-service primary
 school English teachers challenges in furthering their studies part-timely might give
 the Ministry of Education (MOE) consideration in understanding of language teachers’
 selves and needs while pursuing their first degree. This research might also be helpful
 to investigate the current practices of the professional development of primary school
 English teachers in Malaysia.

Integrating Resilience, Reciprocating Social Relationships, and Christian Formation

Spiritual maturity is the goal of Christian formation and is frequently understood through stages of faith development. Popular stage theories often lack diverse cultural representation and alone are insufficient in promoting spiritual maturity and resilience. Integrating elements of the developmental models of Lev Vygotsky and James Marcia through reciprocal relationships in faith communities allow for the expansion of the capacity of the believer to bounce back from adversity. Mentors can provide direct instruction and promote independent cognitive growth, construction of resilience, and commitment to faith despite crisis experiences. The result is a more durable, mature, adaptable, and stable believer.

Socio-cultural theory and the "New Man"

The aim of this article is to present the influences that the Soviet historical context of the Russian post-revolution of 1917 had on the construction of cultural historical theory, mainly in the perspective of the creation of a new society and a new man.. The predominance of the Marxist-Leninist vision inspired the thoughts of Lev Vygotsky, Alexander Luria and Alexei Leontiev on human development and learning. We also discuss some applications to the process of teaching learning that historical cultural theory, elaborated in the Soviet historical context, has managed to achieve. For example, the importance of mediation for the learning teaching process; the development of defectology and its influence on inclusive education and the contributions to the neurosciences that had repercussions in the school education. The methodology used was the bibliographic review. We conclude that understanding the context in which this theory emerges can bring significant contributions to the understanding of the cultural historical approach in our day, such as its potential, its limitations, its challenges and perspectives. The thesis on the importance of speech in social interaction as a promoter of development and the prospective approach of man as a come to be with the mediation of the other, opens a hopeful path for the education of present and future generations.