Tania Stoltz

Teatro na escola: considerações a partir de Vygotsky

This paper is based on Vygotsky’s ideas about the importance of social interaction and art on human development: it is inferred that cognitive dimension and affectivity are involved. Discusses the performance of theatrical activities at school as an educational practice that motivates learning,

O pensar vivenciado na formação de professores

Analisa-se, neste artigo, um estudo de caso que discute a possibilidade de desenvolvimento do pensar vivenciado na formacao de professores. A formacao de professores e correntemente conduzida a partir de uma visao reducionista intelectual. Neste estudo, a formacao de professores e entendida dentro de uma visao ampliada que inclui o desenvolvimento de forma integrada do querer, sentir e pensar. Ancorados em trabalhos anteriores de Goethe, Schiller e Rudolf Steiner, destacamos a importância e o impacto do trabalho com ciencia, atividades criativo-artisticas e desenvolvimento pessoal no processo de formacao de professores. Palavras-chave : educacao; Steiner; pensar vivenciado.

Ação como solução ao problema mente e corpo na teoria de Piaget

ABSTRACT This article discusses the relation between mind and body in Piagetian theory. The relation between mind and body is explained by Piaget in terms of a parallelism between psyche and physical processes. On one side, the body is a part of the world of material objects and, as such, obeys the rules of causality. On the other hand, the mind is a formal unity and, as such, obeys the rule of formal necessity that is implication. What is the relation between both? All forms of knowledge have the origin in sensory-motor actions. Actions are at first rhythmic and afterwards regulatory. Regulations give origin to different forms of rule behavior and norm consciousness. This consciousness requires a distinction between facts and norms, causes and meanings, as well as the distinction between mind and body. However, both poles of these pairs are always complementary to each other. The principle of equilibration regulates the potential isomorphism between mind and body as its development in a general spiral of knowledge. The body constitutes the mediator between self and the environment, as well as this mediation inversely constitutes the self itself.

Arte, criatividade e desenvolvimento socioemocional de alunos com altas habilidades/superdotação (AH/SD): considerações a partir de Vigotski

The education of high ability/gifted (HA/G) students is assured by prevailing legislation which provides gifted children with the right to special education (BRASIL, 1996; VIRGOLIM, 2012; PISKE, 2014b). However, although special education is a right, many gifted children find themselves excluded at school (FREITAS; REICH, 2015). In view of this, the purpose of this study is to investigate the implications of art and creativity to the social and emotional development of HA/G students in an inclusive context. This investigation is justified in that it seeks to explain the educational potential of artistic and creative activities. This is an exploratory qualitative study focussing on a case study. As such the data collection instruments we used were a semi-structured interview. The participants of this study were ten students identified as being HA/G attending public schools in a municipality in the State of Parana. Based on the analysis of the data it was possible to perceive that art and creativity are an instrument that assists HA/G students in coping with their inner world, as well as providing opportunities for making use of their creative and innovative potential. As such this study points to the need to review teaching practices directed towards students with greater potential, as well as the need to investigate teaching methods which integrate artistic and creative activities in their educational practices.

A Ideia de Liberdade em Steiner: fundamentos de uma educação fenomenológica

Resumo: este artigo apresenta a concepcao de liberdade em Steiner que e estruturada pela teoria fenomenologica do conhecimento baseada em Goethe. Compreender as leis do conhecimento e um pre-requisito, antes de haver um suporte as acoes no mundo. O estado de excecao na observacao do pensar fundamenta o passo inicial de um individualismo etico. A inversao da regra de ouro pode ser facilmente mal compreendida, ela e valida dentro de um processo de desenvolvimento do eu. Buscar o ideal da propria individualidade e um processo existencial que faz parte da autoeducacao dos docentes. Palavras-chave: liberdade. Pedagogia Waldorf. Steiner. fenomenologia.

Conceptions about environment and environmental education: From theory to practice

[Extract] In conditional discrimination choice tasks, one learns to make a choice conditionally based on the presenting discriminative/cue stimulus. Prior research has shown that when each type of correct choice is followed by a cue-unique trial outcome (differential outcomes procedure), learning is faster and more accurate than when a single, common outcome is delivered for all types of correct choice. This learning effect has been termed the differential outcomes effect (DOE). Results are discussed here for brain regions that are active in mediating the DOE, while healthy young adults performed delayed conditional discrimination under event-related functional magnetic resonance imaging (fMRI).Based on two different work motivation theories, the relationships between personality traits (Big Five, CSE: core self-evaluation) and the importance of various job aspects was investigated. In Study I (N=118), graduates with high scores on Openness to experience and Agreeableness placed emphasis on Herzbergs motivation factors, whereas no relations were found for hygiene factors. In Study II (N=117 employees), the Big Five accounted for 30% of the variance in importance of the motivating potential of a job (Job Characteristics Model) and CSE showed incremental validity. Results are discussed regarding person-job fit and the practical utility of the CSE construct.Individual differences in learning nondeterministic relationships were investigated in samples with high mathematical proficiency. Probability Learning tasks were included within selection tests for admission to the French Air Transport Pilot Training. In Study 1 (N=401), two cues had positive and negative relationships with a target criterion. Four classes, homogeneous in mathematical performance, differed in learning the nondeterministic relationships. _ Fast-learners swiftly learned the relationships. _ Medium- and Slow-learners were slower but eventually succeeded. _ Nonlearners (12%) failed to learn even the positive relationship. These patterns replicated in Study 2 (N=448), including a third-irrelevant-cue. The irrelevant cue made the task more complex and degraded more the learning of the negative than the positive cue. Response time analyses confirmed that differences in the learning profiles went along with differences in the decision-making processes.