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Journal articles on the topic 'Vygotsky, Lev Semenovich – 1896-1934'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Derouesné, Christian. "Lev Semenovich Vygotsky (1896-1924): an introduction to the historico-cultural psychology and the development of the higher psychological processes." Gériatrie et Psychologie Neuropsychiatrie du Viellissement 15, no. 3 (2017): 295–307. http://dx.doi.org/10.1684/pnv.2017.0690.

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2

Lino Ferreira da Silva, Maicon Herverton, Augusto José Da Silva Rodrigues, Davi Libâneo de Meo, et al. "Learning Model Based in Piaget, Vygotsky and Freire." International Journal for Innovation Education and Research 5, no. 11 (2017): 35–47. http://dx.doi.org/10.31686/ijier.vol5.iss11.842.

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It is a worrying factor the results presented in the process of reading the 5th-grade students of the Brazilian schools. Many students indicate weaknesses in reading skills. Thus, it becomes important to resort to the theories of learning presented by the authors: Jean Piaget (1896-1980), Lev Vygotsky (1896-1934) and Paulo Freire (1921-1997), in an attempt to understand mechanisms of teacher practice that make possible the construction of the student's cognitive process and reading abilities. Finally, we propose the creation of a learning model based on the three theories presented.

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3

Vassilieva, Julia. "The Eisenstein-Vygotsky-Luria Collaboration." Projections 13, no. 1 (2019): 23–44. http://dx.doi.org/10.3167/proj.2019.130103.

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This article analyzes the unique historical collaboration between the revolutionary Russian film director Sergei Eisenstein (1898–1948), the cultural psychologist Lev Vygotsky (1896–1934), and the founder of contemporary neuropsychology, Alexander Luria (1902–1977). Vygotsky’s legacy is associated primarily with the idea that cultural mediation plays a crucial role in the emergence and development of personality and cognition. His collaborator, Luria, laid the foundations of contemporary neuropsychology and demonstrated that cultural mediation also changes the functional architecture of the br

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4

Dametto, Jarbas, and Adriana Bragagnolo. "O brinquedo e o brincar: apontamentos vigotskianos." Revista Linhas 21, no. 45 (2020): 363–80. http://dx.doi.org/10.5965/1984723821452020363.

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Este artigo busca explorar as concepções acerca do brinquedo e do ato de brincar presentes na obra de Vigotski, salientando o papel desta experiência no curso normal do desenvolvimento infantil. Para tal, discorre-se sobre alguns posicionamentos sobre o tema considerados equivocados pelo autor, mapeando os motivos de suas contestações, bem como se busca evidenciar a própria concepção vigotskiana do brincar, e suas implicações práticas no desenvolvimento psíquico. Por fim, comenta-se o paralelo, indicado pelo autor, entre o brincar, a criação e a linguagem infantil, enquanto experiências signif

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5

SILVA, FERNANDO DE ALMEIDA. "PROCESSOS AFETIVOS E DESENVOLVIMENTO HUMANO." Revista Nova Paideia - Revista Interdisciplinar em Educação e Pesquisa 2, no. 2 (2021): 4–24. http://dx.doi.org/10.36732/riep.v2i2.48.

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: O artigo tem como objetivo discutir de forma interdisciplinar as contribuições da Teoria Psicogenética para o desenvolvimento infantil, ressaltando a importância do complexo afetivo em todo o processo de desenvolvimento humano. Assim, pois, estabelecemos como itinerário metodológico (método) uma revisão narrativa literatura das abordagens de Jean William Fritz Piaget (1896-1980), Lev Semyonovitch Vygotsky (1896-1934) e do francês Henri Paul Hyacinthe Wallon (1879-1962) a partir da relação e interação entre sujeito e objeto num processo de construção e reconstrução das estruturas cognitivas e

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6

Christy, T. Craig. "Vygotsky, Cognitive Development and Language." Historiographia Linguistica 40, no. 1-2 (2013): 199–227. http://dx.doi.org/10.1075/hl.40.1-2.07chr.

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Summary Lev Vygotsky’s (1896–1934) views of the genesis of language and its relation to thought, illustrated here by his account of the origin of the pointing gesture, can be seen as anticipating current research in socially constituted cognition, pragmatics, developmental psychology and grammaticalization, in all of which the importance of contextual and pragmatic factors looms large. His conceptualization of the evolution of communication from action to semiosis has bearing on, and is illuminated by, recent developments in neurobiology, developmental psychology, primatology, and grammaticali

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7

Oliveira, Marcelo de Jesus de. "ENSINO E CULTURA POPULAR: CAMINHOS PARA A CONSTRUÇÃO DE SABERES SOCIOHISTÓRICOS EM AÇAILÂNDIA-MA." Revista da Faculdade de Educação 35, no. 1 (2021): 231–48. http://dx.doi.org/10.30681/21787476.2021.35.231248.

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Este artigo apresenta reflexões histórico-sociais ao discutir as significações de cultura popular e sua relevância na produção de conhecimento popular de alunos dos anos finais do ensino fundamental, em uma escola pública situada na zona rural de Açailândia, município do estado do Maranhão. Objetivou-se, portanto, a partir das reflexões oportunizadas pelo público participante, compreender a produção de conhecimento social utilizando a cultura popular dos indivíduos envolvidos no processo. Para tanto, utiliza-se embasamentos teórico-metodológicos da corrente de pensamento construtivista de Jean

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8

Liu, Xinghe. "Re-understanding Vygotsky’s Psycholinguistics." Chinese Semiotic Studies 16, no. 2 (2020): 297–316. http://dx.doi.org/10.1515/css-2020-0017.

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AbstractThe origins and nature of consciousness have preoccupied mankind since human beings became aware of themselves as thinking beings. Seeking answers to these questions was the focus of the life-long research project of the former Soviet scholar, Lev Semyonovich Vygotsky (1896–1934), who was intent on developing a holistic theory of psycholinguistics to explore consciousness through psyche. In this quest, he concentrated on rechevóye myshlénie, a key element of consciousness created through the unification of thinking processes and languaging processes (the processes involved in the acqui

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9

Cervi Uzun, Maria Luisa, Jaqueline Brigladori Pugliesi, and Carlos Eduardo De França Roland. "Aprendizagem baseada em projetos na perspectiva dos alunos." Revista Profissão Docente 18, no. 39 (2018): 403–14. http://dx.doi.org/10.31496/rpd.v18i39.1212.

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No contexto de discussões sobre metodologias ativas, especialmente no ensino superior, o presente trabalho objetivou investigar, na perspectiva dos alunos, a sua aprendizagem quando se utiliza o método aprendizagem baseada em projetos (ABP). Optou-se por utilizar o método misto de estudo (quantitativa e qualitativa), de acordo com Galvão, Pluye e Ricarte (2017). Para isso, foi enviado um questionário com 20 itens na escala Likert para verificar o nível de concordância e um item para resposta aberta objetivando fazer análise das mensagens escritas pelos alunos num curso de Análise e Desenvolvim

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10

Silva, Edna Leandro da, and Nelson Dias. "Alfabetização de alunos com deficiência intelectual a partir de Metodologias Ativas." Revista Educação, Psicologia e Interfaces 3, no. 4 (2019): 23–36. http://dx.doi.org/10.37444/issn-2594-5343.v3i4.198.

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O presente escrito tem o objetivo de revisar a literatura disponível acerca das possibilidades metodológicas para alfabetização de estudantes com deficiência intelectual. Nessa perspectiva as metodologias ativas se apresentam como possibilidades flexíveis para adaptações nesse processo. Dessa forma, foi realizada uma revisão de literatura em produções disponíveis no Catalogo de Teses & Dissertações da Capes, utilizando pesquisa de cunho exploratório. Nesse segmento foram pesquisados os seguintes descritores: “metodologias ativas, alfabetização, estudantes com deficiência intelectual”. Fora

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11

Verity, Deryn. "Exploring the Dialectic: An Interview with James P. Lantolf." JALT Journal 29, no. 1 (2007): 123. http://dx.doi.org/10.37546/jaltjj29.1-6.

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James Lantolf has become identified with the sociocultural approach to second language acquisition, as developed from the original ideas of Russian psychologist Lev Vygotsky (1896-1934) and others. His introductory essays in Lantolf and Appel (1994) and Lantolf (2000) are widely cited essential digests of the basic principles and concepts of this theoretical paradigm. Professor Lantolf is Greer Professor in Language Acquisition and Applied Linguistics; Director of the Center for Language Acquisition; and Co–Director of CALPER (Center for Advanced Language Proficiency Education and Research) at

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12

Verity, Deryn. "Exploring the Dialectic: An Interview with James P. Lantolf." JALT Journal 31, no. 1 (2009): 123. http://dx.doi.org/10.37546/jaltjj31.1-5.

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James Lantolf has become identified with the sociocultural approach to second language acquisition, as developed from the original ideas of Russian psychologist Lev Vygotsky (1896-1934) and others. His introductory essays in Lantolf and Appel (1994) and Lantolf (2000) are widely cited essential digests of the basic principles and concepts of this theoretical paradigm. Professor Lantolf is Greer Professor in Language Acquisition and Applied Linguistics; Director of the Center for Language Acquisition; and Co–Director of CALPER (Center for Advanced Language Proficiency Education and Research) at

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13

Gherlone, Laura. "Vygotsky, Bakhtin, Lotman: Towards a theory of communication in the horizon of the other." Semiotica 2016, no. 213 (2016): 75–90. http://dx.doi.org/10.1515/sem-2015-0031.

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AbstractShortly before his death, Yuri Lotman (1922–1993), by now blind, dictated some considerations on the concept of ‘alien,’ ‘stranger’ (chuzhdoe): a concept that de facto weaves all of his thirty-year reflections on the relationship between language, meaning, and culture and that, until the end, appears as the mark of a speculative orientation focused on the ethics of otherness. A profound influence on Lotman’s thinking in this direction was exercised by two leading figures of the Russian intellectual tradition: the psychologist Lev Vygotsky (1896–1934) and the philosopher, critic, and li

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14

Fróis, João Pedro. "Lev S. Vygotsky on the visual arts followed by a translation of the essay: The graphic art of Alexandr Bykhovsky." Culture & Psychology 26, no. 3 (2019): 454–68. http://dx.doi.org/10.1177/1354067x19871200.

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During his studies at Moscow University and thereafter, Lev S. Vygotsky’s (1896–1934) interests focused mostly on the scholarly study of literary and theatre criticism. Shakespeare’s Hamlet served as a leitmotiv to understand the specificity of the arts within western culture: through analysis of the structural particularities of Hamlet, he provided a model for an understanding of how the mind functions during interactions with artworks and reconstructed the internal activity caused by art. His thoughts on the visual arts are few, but fragments are found in his seminal work entitled Psychology

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15

Wijiastuti, Asri, Siti Masitoh, Ima Kurrotun Ainin, and Febrita Ardianingsih. "Critical Analysis of the Inclusive Education Implementation in the Concept of Freedom of the Soul and Zona Proximal Development." JPI (Jurnal Pendidikan Inklusi) 3, no. 2 (2020): 62. http://dx.doi.org/10.26740/inklusi.v3n2.p62-71.

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AbstractKi Hadjar Dewantara laid the foundation of education in Indonesia through his thoughts related to the nature of children in 1913-1919. On the other hand Lev Vygotsky (1896-1934) stated a theory that children are able to learn with the help of competent people. Both theories illustrate that the implementation of education will provide freedom and happiness for children in learning to learn by understanding children naturally and as they are. Research that has been done using ethnographic design aims to dissect and trace Ki Hadjar Dewantara's thoughts and Vygotsky's theory in the impleme

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16

Alsina, Ángel. "Itinerario de Enseñanza para el álgebra temprana." Revista Chilena de Educación Matemática 12, no. 1 (2020): 5–20. http://dx.doi.org/10.46219/rechiem.v12i1.16.

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En este artículo se presenta el Enfoque de los Itinerarios de Enseñanza de las Matemáticas, un enfoque que trata de ser respetuoso con las necesidades reales de los estudiantes para aprender matemáticas. En la primera parte se presenta la fundamentación del enfoque, que se sustenta en tres pilares interrelacionados: la perspectiva sociocultural del aprendizaje humano, el modelo de formación realista-reflexivo y la educación matemática realista; en la segunda parte se describe el enfoque, que se refiere a una secuencia de enseñanza intencionada que contempla tres niveles: 1) enseñanza en contex

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17

"Socio-historicocultural psychology: Lev Semenovich Vygotsky (1896-1934): bibliographical notes." Choice Reviews Online 35, no. 07 (1998): 35–3655. http://dx.doi.org/10.5860/choice.35-3655.

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