Angela Uchoa Branco

Changing Methodologies: A Co-constructivist Study of Goal Orientations in Social Interactions

In psychology the need for methodological innovation along the lines of the co-constructionist paradigm is emphasised. The model of methodology outlined is a cyclical research process in which goal-oriented thinking and interven tional procedures are used by the investigator in interaction with investigated phenomena. Traditional psychologys concern with variables has led to a sepa ration of the different facets of the target phenomena and has not proved useful in studying developmental processes. Co-constructionist methods involve the re-interpretation of existing methods, for example, interview and it is sug gested that these methods are akin to the hermeneutic process of knowledge construction whereby the emergence of relevant and novel psychological phe nomena is possible. The microgenetic research strategies that are used help to retain the individual sequence of the phenomena in the constructed data. The co-constructionist methodological approach is used to study cooperative and competitive behaviours in pre-school children. This process involves a uni fication of inductive and deductive inferences and a re-conceptualisation of the phenomena in terms of goal orientation convergence and divergence. An analysis of interactions between children and the adult experimenter is provided.

Brincadeira e desenvolvimento infantil: um olhar sociocultural construtivista

How and why do children play? What does such activity means in different cultures? These issues are discussed in this present paper, which stresses its relevance for the scientific understanding of child development. The concept of play according to different theorists is analyzed; especially those that conceive play as socially constructed activity. It is verified the role of pretend-play as an activity of representation and metarepresentation along child development. Finally on discusse how such theoretical ideas can be translated into educational practices within the contexts of child care and preschool settings, stressing the role of teacher in promoting child development and education.

Desenvolvimento moral: considerações teóricas a partir de uma abordagem sociocultural construtivista

Considering the literature on moral development research and theory, we argue for the need to develop a theoretical approach that takes into account all different aspects or dimensions of human development, such as affection, cognition, and contextual embedding. The complexities of the phenomena requires investigators to analyze the dynamics of the individuals moral development within a systemic and integrated framework, rescuing the interactive and contextual dimension involved in the resolution of moral conflicts, and the construction of values and beliefs. Elaborating on the assumptions and principles of a sociocultural construtivist perspective for the study of human development, we consider the methodological demands implied by the adoption of such a systemic framework.

Towards cultural psychology of affective processes: semiotic regulation of dynamic fields

Abstract The newly emerging interdisciplinary area of cultural psychology has largely addressed issues of conduct and cognition. A semiotic perspective is assumed here to investigate phenomena of affective self-regulation through signs. The phenomena of affect are presented as quasi-structured affective fields, which undergo differentiation through semiotic mediators (signs). The system of semiotic mediators is dynamic, self- constructive, and temporarily hierarchical. The function of the affective fields is that of orienting the person towards the immediate anticipated future. Semiotic regulation leads to the construction of hierarchical—yet temporary—structures of signs that constrain the experience. The crucial aspect of such regulation is the establishment of meta-level of operatory signs related to affective fields—for quick expansion of sign construction and for demolishing certain categories of signs. This dynamic guarantees the adaptability of the human psychological system, as signs allow for flexible expansion as well as limitations for subjective experiencing and action possibilities, in a given context. The new semiotic turn in psychology re-unites the concerns about the dynamic sides of behaving, feeling, and being through the focus on regulatory processes of the “stream of consciousness”.

Meta)communication Strategies in Inclusive Classes for Deaf Students

How can an inclusive classroom for deaf students be successful? The use of metacommunication strategies by teachers and hearing peers seems promising. Schools that promote this approach tend to improve deaf students’ psychosocial development and academic achievement. However, this is not a general rule. The present study identifies the elements of success, with the investigators basing their analysis on extensive observation of 4 bilingual classes conducted by regular education and specialized teachers. The study was conducted in 3 public elementary schools in Brasília, Brazil. Data were collected through direct observation (156 hours) and video recording (34 hours). Results were qualitatively analyzed from a microgenetic perspective. The investigators devised 14 categories of social interaction, e.g., visual contact and responsivity, multimodal communication, co-construction of meanings, flexible use of space, and sign language instruction for hearing students.

Peer Interactions, Language Development and Metacommunication

The role of metacommunication in numerous aspects or dimensions of human development cannot be overestimated. In this paper I discuss theoretical ideas and research evidence concerning play, metacommunication and language development. Concepts and theory, from my perspective, are in need of further elaborations as empirical evidence and theoretical sophistications demand a constant process of knowledge construction concerning the issue. Therefore, I present some recent elaborations regarding concepts related to metacommunication processes, claiming for the existence of, at least, three different sorts of metacommunication. The kind here designated as relational metacommunication is of particular interest when the goal is the study of play, role play, meaning construction, language and child development. The significance of role play for child development is remarkable. Notwithstanding, other kinds of play interactions expressively contribute to it. Possible implications of role playing in the sociogenesis of the dialogical self are considered, even though elaborations of this possibility will require another forum of academic analysis and discussion.

Cooperação, competição e individualismo em uma perspectiva sócio-cultural construtivista

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.

Processos de significação na relação professor-alunos: uma perspectiva sociocultural construtivista

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.

Identidades sexuais não-hegemônicas: processos identitários e estratégias para lidar com o preconceito

A partir da perspectiva sociocultural construtivista, o artigo tem como objetivo analisar a construcao das identidades sexuais nao-hegemonicas em jovens adultos na cidade de Brasilia, com base em uma pesquisa qualitativa que partiu do questionamento amplo: como sujeitos concretos dao sentido as suas vivencias homoeroticas? Participaram da pesquisa seis homens e quatro mulheres de classe media de Brasilia que se reconhecem como pessoas que apresentam uma orientacao sexual distinta da heterossexualidade. O estudo indicou a importância das estrategias pessoais e coletivas utilizadas no cotidiano para lidar com o preconceito e a discriminacao em relacao as identidades sexuais nao-hegemonicas. Tais estrategias sao constitutivas da forma como os(as) participantes vivenciam as suas experiencias homoeroticas, bem como se posicionam em suas relacoes sociais e consigo mesmos(as).

Cultura, self e autonomia: bases para o protagonismo infantil

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.