Ana Luiza Bustamante Smolka

O (im)próprio e o (im)pertinente na apropriação das práticas sociais

In the present paper we aim at bringing the issue of internalization/appropriation again into discussion, exploring possibilities and limits of such terms, departing from an analysis of the notions historically condensed and stabilized in such words, and commenting on the ways they merge in the cultural-historical perspective. We focus on some inherent contradictions which provoke theoretical difficulties and require conceptual refinement. We show how internalization/appropriation has usually implied the notions of accomplishment and adequacy in the incorporation of social practices, being inevitably positively oriented. We analyze how the (im)proper and the (im)pertinent - hence, the inappropriate - in such practices might be seen as locus of resistance, mobility and change, arguing for the need of considering appropriation as an essentially relational category.

A memória em questão: uma perspectiva histórico-cultural

This article brings to the fore the issue of memory as social practice. It focuses on the many historically constituted ways of thinking and speaking about memory. It looks for the understanding of the collective modes of elaboration of memory, searching for signs or marks of this constitution at the level of the individual and inquiring about the discursive dimension and the status of language in this constitution.

Imaginação e processos de criação na perspectiva histórico-cultural: análise de uma experiência

This paper deals with imagination as a fundamental psychological process of human beings, based on the work of Vygotsky and his interlocutors. The intervention research was developed at a Non-Governmental Organization in Art Education. The investigation was characterized by offering percussion workshops, musical show production and video production about the show, to a group of 9 to 14-year-old children who attended the Non-Governmental Organization. The analysis of the experience of these subjects with the researchers was based on imagination and its developments in the creation process. In this process of creation, the (re)signified experience of the subjects forms memory cores in a way that the imaginative activity emerges as a (re)combining psychological process objectified in a new product.

O conceito de compensação no diálogo de Vigotski com Adler: desenvolvimento humano, educação e deficiência

Currently, the dissemination of the studies of Lev S. Vygotsky is broad and so is its impact on education, reflecting on the way of thinking about education and on the development of children. However, Vygotskys work on the issue of disability has not been translated into Portuguese, preventing access to knowledge. When Vygotsky addresses development in adverse organic conditions, he develops the concept of compensation. Therefore, the purpose of this paper is to present the history of the conceptual development of compensation in the historical-cultural perspective, understanding the emergence and movement of the ideas and arguments produced by Vygotsky in dialogue with his contemporaries, especially with the Austrian psychoanalyst Alfred Adler. It is a theoretical-conceptual study, for which we have read books by Adler and the main texts of Vygotsky and contemporary authors who address disability. The discussions indicate not only the points of agreement and the differences in the perspectives of these authors, but also how Vygotsky restructures the compensation concept, orienting it toward the social formation of mind. The following propositions are evidenced as a conclusion: the conception that the individuals life is sustained by the other, the belief in the possibilities of development beyond disability and the understanding of different modes of humanization. Such propositions imply the social responsibility of organizing the educational environment in order to design the formation of the new in the process of development of the child (with disabilities), investing in the training, provision and allocation of material and human resources.

A construção do conhecimento em diferentes perspectivas: contribuições de um diálogo entre Bachelard e Vigotski

As indagacoes que sustentam a escrita deste texto tem sua origem nas problematizacoes epistemologicas sobre a (inter)relacao entre conhecimento e realidade. Enquanto exercicio investigativo discutimos a construcao do conhecimento por meio do estudo de dois pressupostos teoricos diferenciados. Fazendo parte de uma linha de trabalho considerada como uma filosofia de cisao, apresentamos os pressupostos de trabalho do epistemologo frances Gaston Bachelard, filosofo da ciencia que se destaca nas discussoes sobre epistemologia da ciencia. Seguindo outro campo de investigacao considerada sistemica e interacionista, apresentamos os principais fundamentos que compoem o trabalho de Lev Vigotski, pesquisador russo que se dedicou ao estudo da psicologia do desenvolvimento humano. Discutimos, nesse trabalho, os modos como Bachelard e Vigotski concebem a construcao de conhecimento e as relacoes entre conhecimento cotidiano e conhecimento cientifico, buscando analisar as implicacoes dos distintos modos de compreensao para as relacoes de ensino.The inquiries leading us to write this text have their origin in some epistemological issues associated with the (inter)relation between knowledge and reality. While having an investigative approach, we discuss the construction of knowledge by focusing on two different theoretical suppositions. Being a part of a line of study that is regarded as a philosophy of rupture, we describe the presuppositions of the French epistemologist Gaston Bachelard, a philosopher of science who stands out in the discussions about the epistemology of science. According to another field of investigation considered to be systemic and based on interactive approach, we lay out the main fundamentals of the work of Lev Vigotski, a Russian researcher who focused his study on the psychology of human development. In this study, we discuss the approaches used by Bachelard and Vigotski to understand the construction of knowledge and the relations between everyday knowledge and scientific knowledge while seeking to analyze the implications from these different types of understanding for teaching.

The Authoring of Institutional Practices: Discourse and Modes of Participation of Subjects

In this text I consider authoring as a historically instituted and instituting social practice. The concept of author(ship)—as a social function concerning the action and identification of specific subjects in institutional places—is discussed in relation to authority (power position) and authorization ((dis)empowering position). I highlight Foucault’s and Bakhtin’s most relevant theoretical contributions to the issue, inquiring about the concrete possibilities and conditions of such practice. Within the scope of an empirical research developed with a group of students in a Brazilian public school, attention is drawn to the graduation ceremony as a commonplace within the school scenario. I focus my analyses on discursive practices, highlighting two speeches uttered at the ceremony as particular instances of authorship, and relate them to two students’ informal talk. The analyses point to the interplay of voices and positions in an intricate web of interpersonal relationships interwoven with/in and marked by the institutional loci.

Cultural Diversity and Theoretical Differences: Perspectives and Difficulties in (Cross-cultural) Psychology:

Handbooks are usually designed to give students, professionals or other interested readers an overview of a field of study, by selecting and presenting classical, relevant and updated research and information. This is the case for the Handbook of Cross-cultural Psychology. The Handbook was first published, in six volumes, in 1975, under the general editorship of Harry C. Triandis. The second edition, which came out in 1996/7, presents a reorganization of topics under a different distribution, keeping, nonetheless, a basic continuity and wide coverage of issues in relation to the first edition. The six volumes appear now in three big volumes. The editors emphasized that there

Reflexões sobre desenvolvimento humano e neuropsicologia na obra de Vigotski

The present text appears as a theoretical essay on the subject of human development as depicted in the work of Lev Vygotsky and approaches the implications of this issue for Neuropsychology as described in the work of Alexander Luria. This work was conducted on the basis of the complete works of Vygotsky in Spanish and the works of Vygotsky and Luria in the Portuguese language. Considerations about the functioning of the human brain, the concept of compensation, the disability studies, and the concept of Complex Functional System were selected as the focus of our research. Although numerous studies and different translations of the work of Vygotsky have a considerable impact and dissemination, especially in the fields of psychology and education, issues concerning neuropsychology have not had equal importance. In this context, this paper seeks to highlight the contributions and the fruitfulness of the work with regard to the originality of the authors ideas about the study of neuropsychology and human development.Este texto es un ensayo teorico sobre el desarrollo humano en la obra de Lev Vygotsky, asi como las implicaciones de este problema para Neuropsicologia en la obra de Alexander Luria. El trabajo se realizo sobre la base de las obras completas de Vygotsky y en espanol, en portugues en los trabajos de Vygotsky y Luria. Fueron elegidos como foco de las consideraciones de la investigacion sobre el funcionamiento del cerebro humano, el concepto de compensacion, los estudios sobre la discapacidad y el concepto de sistema complejo funcional. A pesar de numerosos estudios y traducciones diferentes de la obra de Vygotsky tienen un impacto considerable y la difusion, especialmente en los campos de la psicologia y la educacion, las cuestiones relativas a la neuropsicologia no ha tenido la misma importancia. Con esta intencion es que este trabajo pretende poner de relieve las contribuciones y la fecundidad de la obra con respecto a la originalidad de las ideas del autor en el estudio de la neuropsicologia y el desarrollo humano.

Social Practice and Social Change: Activity Theory in Perspective

Accessible online at: www.karger.com/journals/hde The assumptions, the foundations, the implications and the consequences of an activity approach to human development are brought into discussion in Activity Theory and Social Practice, edited by Seth Chaiklin, Mariane Hedegaard and Uffe Juul Jensen, derived from the Fourth Congress of the International Society for Cultural Research and Activity Theory (ISCRAT, Denmark, 1998). The editors’ comprehensive introductory article weaves together questions, issues, points of anchorage and references to the founding texts of authors such as Marx and Engels, Vygotsky, Leontiev, Elkonin, Davydov, Ilyenkov, among others. Ghita Vygotskaya’s chapter provides her memories of a bright, hard working, affective man, her father, and his relationships with colleagues, friends and family. The book displays a network of inquiries about the specificity of human action, and the conditions of productions, kinds and features of such actions, in a broad multidisciplinary effort. Many of the contributing authors call attention to philosophical fundaments, arguing for the need of keeping or searching for a consistency between the developing theories and Marxist principles. Tracing back from the roots, they try to make explicit some basic concepts and categories. The book contributes to current debates as it points to a collective effort towards expanding on the fundamental notions of Activity Theory. Although the book has a basic, founding theoretical orientation, the whole set of texts is not homogeneous. It becomes interesting, then, to analyze the articulating assumptions, some of the topics and focuses of research. A first point that deserves attention concerns the very concept of activity. As we attempt to place the issue of activity into perspective and we examine its theoretical status within specific frames of reference, we become aware of the fact that it has been conceived in many diverse ways and it has acquired many different meanings. Taken as

O problema da avaliação das habilidades socioemocionais como política pública: explicitando controvérsias e argumentos

Este texto analisa a proposta de avaliacao de competencias socioemocionais - Social and Emotional Non-cognitive Nationwide Assessment (SENNA) - que vem sendo disseminada como consensual e inovadora no Brasil. O artigo explicita controversias; examina os fundamentos do construto Big Five que sustenta a proposta; discute a utilizacao da analise fatorial como base para o estudo da personalidade; problematiza a separacao das dimensoes cognitiva e emocional e contesta a reducao da personalidade a poucos tracos analisaveis separadamente. Diante dos riscos de simplificar a complexidade do desenvolvimento humano e de estigmatizar alunos que nao demonstrem as competencias estipuladas como desejaveis, questiona-se a pertinencia de se assumir tal proposta como politica publica.