Luciano Meira

Produção de sentidos no uso que se faz de gráficos

The production of meanings in the use of graphs. This article discusses the meanings that potential readers of newspapers and magazines produce for quantitative relations presented as graphs in texts of the printed media. Our focus is the semiotic process proper to the production of meanings in an out-of-school context, which we illustrate through the analysis of interviews with a 16-year-old girl. Starting with a critical-methodological reading of Wittgenstein’s Philosophical Investigations, we suggest the notion of the linguistic transit between a certain “school grammar” and the language games which are experienced by the subject in his or her understanding of graphs, as a central component of such a process. The article aims at contributing to the debate on the use of quantitative information in everyday life out-of-school, as well as for the development of a cognitive view on issues related to the production of meanings.

Explorações acerca da construção de significados na brincadeira infantil

This article presents an investigation of the constitutive aspects of meaning making, with a focus on childrens play. We conceptualized this question from a cultural-historical perspective, based on which we offer examples and criteria for analyzing the dynamics of meaning making. Seven interdependent aspects of the process of meaning making are discussed: (a) exploratory motivation; (b) materiality; (c) narrativity; (d) dialogicality; (e) orchestration; (f) abbreviation; and (g) alter-regulation. Examples of these aspects and considerations about their emergence in different circumstances and types of interaction are presented.

A ZONA DE DESENVOLVIMENTO PROXIMAL PARA IDENTIFICAR APRENDIZAGEM COMO PARTICIPAÇÃO EM PRÁTICAS MATEMÁTICAS

Neste artigo, examinamos como as teorias da cognicao corporificada, associadas as perspectivas que postulam relacoes reciprocas entre ferramentas e pensamento poem em questao as hierarquias epistemologicas que continuam a dominar crencas sobre o desenvolvimento de conceitos matematicos. Apos a apresentacao dos referenciais teoricos que fundamentam nossa pesquisa, descrevemos a hierarquia intra-inter-trans apresentada por Piaget e Garcia (1987). Usando dados de um estudo realizado com dois alunos cegos que utilizaram meios tateis para construir ampliacoes de figuras planas, consideramos de que forma as tarefas e as ferramentas podem, a priori, privilegiar as trajetorias na direcao desta hierarquia. Tambem analisamos as estrategias pelas quais os alunos cegos veem as propriedades matematicas embutidas nas ferramentas e nas tarefas, usando as maos ao inves de seus olhos como ferramentas para visualizar, e como suas estrategias evidenciam um trânsito mais flexivel entre as perspectivas intra, inter e trans, apresentando indicios que a ordenacao hierarquica nao deveria ser vista como absoluta.Neste trabalho apresentamos uma base teorica para analisar a aprendizagem matematica como participacao em praticas discursivas. A partir de teorias sociologicas e socioculturais do campo da Educacao Matematica, essa base combina: 1) participacao como apropriacao de um discurso; 2) aprendizagem definida como participacao; 3) quatro dominios (vocabulario, comunicacional, normas e afetivo) como ferramentas para observar mudancas; e 4) o construto Zona de Desenvolvimento Proximal em termos de relacoes passado-presente-futuro para indicar, em cada dominio, o que era antes da mudanca, o que e um resultado de mudanca, e o que sera/podera ser no futuro por causa da mudanca. Nossa perspectiva teorica e ilustrada com uma analise de dados produzidos em cenarios de interacao distintos. Concluimos com uma discussao acerca do potencial analitico dessa perspectiva para uso de pesquisadores e professores.

Psicologia discursiva e o sujeito do conhecimento: a singularidade como questão

ABSTRACT. This article discusses the conditions for applying the notion of singularity within the discourse of cognitive psychology. Given the diversity of human phenomena associated with the construction of knowledge, it is important to delineate the conditions by which individuals differentiate themselves as unique interpreters , and how cognitive psychology has traditionally emphasized the importance of universal phenomena in human cognition. In order to access the notion of singularity, we built on studies about the processes of meaning production and used as a reference the propositions of so-called Wittgenstein II. This opened up a dialogue between two distinctive but related episteme –discursive psychology and Vygotsky’s sociohistorical psychology–, both at the core of our argument. Our goal was to underline the implications of the singular for discursively-oriented notions of subjectivity in psychology, taking into account the uniqueness of psychology itself as a field for signification and redescription.This article discusses the conditions for applying the notion of singularity within the discourse of cognitive psychology. Given the diversity of human phenomena associated with the construction of knowledge, it is important to delineate the conditions by which individuals differentiate themselves as unique interpreters , and how cognitive psychology has traditionally emphasized the importance of universal phenomena in human cognition. In order to access the notion of singularity, we built on studies about the processes of meaning production and used as a reference the propositions of so- called Wittgenstein II. This opened up a dialogue between two distinctive but related episteme -discursive psychology and Vygotskys sociohistorical psychology-, both at the core of our argument. Our goal was to underline the implications of the singular for discursively-oriented notions of subjectivity in psychology, taking into account the uniqueness of psychology itself as a field for signification and redescription.

Discursive psychology and the epistemic subject: singularity as a question

ABSTRACT. This article discusses the conditions for applying the notion of singularity within the discourse of cognitive psychology. Given the diversity of human phenomena associated with the construction of knowledge, it is important to delineate the conditions by which individuals differentiate themselves as unique interpreters , and how cognitive psychology has traditionally emphasized the importance of universal phenomena in human cognition. In order to access the notion of singularity, we built on studies about the processes of meaning production and used as a reference the propositions of so-called Wittgenstein II. This opened up a dialogue between two distinctive but related episteme –discursive psychology and Vygotsky’s sociohistorical psychology–, both at the core of our argument. Our goal was to underline the implications of the singular for discursively-oriented notions of subjectivity in psychology, taking into account the uniqueness of psychology itself as a field for signification and redescription.This article discusses the conditions for applying the notion of singularity within the discourse of cognitive psychology. Given the diversity of human phenomena associated with the construction of knowledge, it is important to delineate the conditions by which individuals differentiate themselves as unique interpreters , and how cognitive psychology has traditionally emphasized the importance of universal phenomena in human cognition. In order to access the notion of singularity, we built on studies about the processes of meaning production and used as a reference the propositions of so- called Wittgenstein II. This opened up a dialogue between two distinctive but related episteme -discursive psychology and Vygotskys sociohistorical psychology-, both at the core of our argument. Our goal was to underline the implications of the singular for discursively-oriented notions of subjectivity in psychology, taking into account the uniqueness of psychology itself as a field for signification and redescription.

Psicología discursiva y el sujeto del conocimiento: la singularidad como cuestión

ABSTRACT. This article discusses the conditions for applying the notion of singularity within the discourse of cognitive psychology. Given the diversity of human phenomena associated with the construction of knowledge, it is important to delineate the conditions by which individuals differentiate themselves as unique interpreters , and how cognitive psychology has traditionally emphasized the importance of universal phenomena in human cognition. In order to access the notion of singularity, we built on studies about the processes of meaning production and used as a reference the propositions of so-called Wittgenstein II. This opened up a dialogue between two distinctive but related episteme –discursive psychology and Vygotsky’s sociohistorical psychology–, both at the core of our argument. Our goal was to underline the implications of the singular for discursively-oriented notions of subjectivity in psychology, taking into account the uniqueness of psychology itself as a field for signification and redescription.This article discusses the conditions for applying the notion of singularity within the discourse of cognitive psychology. Given the diversity of human phenomena associated with the construction of knowledge, it is important to delineate the conditions by which individuals differentiate themselves as unique interpreters , and how cognitive psychology has traditionally emphasized the importance of universal phenomena in human cognition. In order to access the notion of singularity, we built on studies about the processes of meaning production and used as a reference the propositions of so- called Wittgenstein II. This opened up a dialogue between two distinctive but related episteme -discursive psychology and Vygotskys sociohistorical psychology-, both at the core of our argument. Our goal was to underline the implications of the singular for discursively-oriented notions of subjectivity in psychology, taking into account the uniqueness of psychology itself as a field for signification and redescription.

O sujeito em contextos de uso e desenvolvimento de softwares

This article discusses the notion of subject in psychology. The scenario for our discussions will be the contemporary practices of digital artifacts use and the less observed context of developing softwares. In doing so, we elaborate how the actions of those softwares users and developers regulate each other as they become the subjects of human-computer relations. We propose a perspective of subjectivity that articulates a dialogue among Vygotskys thought, Bakhtins Circle and Benveniste linguistics. In such a perspective, software users and developers are both authors, and the computer interfaces they create, usually taken as code alone, are understood as enunciations that trigger a dialogical dynamics. In the end, we show a subject who continuously emerges from the relations established with others subjects and other discourses, whose voices are sometimes encapsulated as images and words on a computer interface.