Carlos Henrique de Souza Gerken

Letramento, identidade e cotidiano entre jovens Xakriabá

The article aims to describe the modes of writing appropriation and its consequences to the construction process of beliefs, values, skills and competences related to the written culture of young and indigenous people who concluded the third year of high school between 2009 and 2011. The consolidation of the differentiated-schooling project at Xakriaba villages depends on the mechanisms and representations through which actors interpret and give meaning to school and the practices of literacy. It was observed that the writing in the schooling context is articulated according to social and political demands in which young students appear as important characters along the elders and it is used as a mediating relation in a variety of contexts. Besides that, writing is used in the construction of personal and collective narratives articulated in processes of (res) construction of identity in face of social and political demands.

A dialética da linguagem oral e escrita no desenvolvimento das funções psíquicas superiores

The contributions of Vygotsky and Luria about the co nstruction of higher psychological processes are examined. Their concepts provide a rich heuristic f actor to be incorporated into the analyses of schoo ling and literacy processes. These reflections are based on a 20-year study on such processes and their social, cultural and cognitive outcomes. Research in fact raised a set of theoretical and me thodological questions, one of which is to understan d the processes through which people from traditional oral cultures build up references on literacy so that they may still perc eive themselves as subjects of their own history. The confrontation of the theoretical and methodological principles avail able in the field of psychology and anthropology has been essential to c urrent search. In fact, it aims at overcoming class ical antinomies in the field of psychology: individual and culture; concre te and abstract.The contributions of Vygotsky and Luria about the co nstruction of higher psychological processes are examined. Their concepts provide a rich heuristic f a tor to be incorporated into the analyses of schoo ling and literacy processes. These reflections are based on a 20-year study on such processes and their social, cultural and cognitive outcomes. Research in fact raised a set of theoretical and me thodological questions, one of which is to understan d the processes through which people from traditional oral cultures build up references on literacy so that they may still perc eive themselves as subjects of their own history. The confrontation of the theoretical and methodological principles avail able in the field of psychology and anthropology has been essential to c urrent search. In fact, it aims at overcoming class ical antinomies in the field of psychology: individual and culture; concre te and abstract.

La dialéctica del lenguaje oral y escrito en el desarrollo de las funciones psíquicas superiores

The contributions of Vygotsky and Luria about the co nstruction of higher psychological processes are examined. Their concepts provide a rich heuristic f actor to be incorporated into the analyses of schoo ling and literacy processes. These reflections are based on a 20-year study on such processes and their social, cultural and cognitive outcomes. Research in fact raised a set of theoretical and me thodological questions, one of which is to understan d the processes through which people from traditional oral cultures build up references on literacy so that they may still perc eive themselves as subjects of their own history. The confrontation of the theoretical and methodological principles avail able in the field of psychology and anthropology has been essential to c urrent search. In fact, it aims at overcoming class ical antinomies in the field of psychology: individual and culture; concre te and abstract.The contributions of Vygotsky and Luria about the co nstruction of higher psychological processes are examined. Their concepts provide a rich heuristic f a tor to be incorporated into the analyses of schoo ling and literacy processes. These reflections are based on a 20-year study on such processes and their social, cultural and cognitive outcomes. Research in fact raised a set of theoretical and me thodological questions, one of which is to understan d the processes through which people from traditional oral cultures build up references on literacy so that they may still perc eive themselves as subjects of their own history. The confrontation of the theoretical and methodological principles avail able in the field of psychology and anthropology has been essential to c urrent search. In fact, it aims at overcoming class ical antinomies in the field of psychology: individual and culture; concre te and abstract.

The dialectics of oral and written language in the development of higher psychological functions

The contributions of Vygotsky and Luria about the co nstruction of higher psychological processes are examined. Their concepts provide a rich heuristic f actor to be incorporated into the analyses of schoo ling and literacy processes. These reflections are based on a 20-year study on such processes and their social, cultural and cognitive outcomes. Research in fact raised a set of theoretical and me thodological questions, one of which is to understan d the processes through which people from traditional oral cultures build up references on literacy so that they may still perc eive themselves as subjects of their own history. The confrontation of the theoretical and methodological principles avail able in the field of psychology and anthropology has been essential to c urrent search. In fact, it aims at overcoming class ical antinomies in the field of psychology: individual and culture; concre te and abstract.The contributions of Vygotsky and Luria about the co nstruction of higher psychological processes are examined. Their concepts provide a rich heuristic f a tor to be incorporated into the analyses of schoo ling and literacy processes. These reflections are based on a 20-year study on such processes and their social, cultural and cognitive outcomes. Research in fact raised a set of theoretical and me thodological questions, one of which is to understan d the processes through which people from traditional oral cultures build up references on literacy so that they may still perc eive themselves as subjects of their own history. The confrontation of the theoretical and methodological principles avail able in the field of psychology and anthropology has been essential to c urrent search. In fact, it aims at overcoming class ical antinomies in the field of psychology: individual and culture; concre te and abstract.