Vanessa Dias Moretti

O humano no homem: os pressupostos teórico-metodológicos da teoria histórico-cultural

The objective of this theorical article is to present the historical-cultural approach and the theory of the activity to the understanding the constitution of the human being in the singular man. The starting point, to explain the humanization process, is the historical-cultural theory, whose epistemological origin is the dialectical materialism, from the works of Marx. The article, first, presents the central theoretical categories to the explanation of the development and constitution of the human being, such as activity, conscience, necessity, motive, appropriation. Afterwards, it presents the contributions of the theoretical perspective to education, especially to school education. The education is understood as the process of appropriation of the human culture resulted from the human activity on objects and the surrounding world mediated by the communication. Finally, it proposes materialistic dialectical history method as the basis for education research and displays its fundamental principles to the inquiry of the human phenomena constitution.

Educação, educação matemática e teoria cultural da objetivação: uma conversa com Luis Radford

Luis Radford e professor titular da Laurentian University em Sudbury, Ontario, no Canada. Desde 1992, leciona no programa de formacao de professores da Ecole des Sciences de l’Education, onde e atualmente diretor e coordenador do Laboratorio de Pesquisa em Semiotica Cultural e Pensamento Matematico. Professor de Educacao da Universidade de Manchester, no Reino Unido, e presidente do Grupo Internacional de Estudos sobre as relacoes entre a Historia e a Pedagogia da Matematica, afiliado a International Commission on Mathematical Instruction (ICMI). Autor de diversos artigos cientificos nos quais relaciona temas complexos como historia, cultura, ensino e aprendizagem, Luis Radford e internacionalmente reconhecido como pesquisador da area da educacao matematica, tendo recebido em 2011 a Medalha Hans Freudenthal do ICMI. Na entrevista concedida durante sua estadia no Brasil, em marco de 2014, Luis Radford revela alguns de seus caminhos de formacao e sintetiza alguns dos elementos e principios que orientam a Teoria Cultural da Objetivacao sobre os processos de ensino e aprendizagem e, em particular, de que forma essa concepcao teorica se relaciona com o campo de pesquisa da educacao matematica. Na entrevista, sao abordadas ainda algumas estrategias e tecnicas metodologicas de pesquisa com professores e alunos, em projetos longitudinais que permitem tracar o desenvolvimento cultural da crianca. Por fim, o professor Luis Radford aborda questoes gerais relacionadas as orientacoes curriculares no Brasil, compreendido como um pais com importante diversidade cultural e social. A leitura dessa entrevista remete a atualidade das pesquisas sobre os processos de ensino e aprendizagem, de forma especifica daqueles relacionados ao conhecimento matematico, bem como oferece elementos para a discussao sobre os processos de formacao de professores que visem a formacao do sujeito em suas maximas potencialidades, ainda que condicionado por determinantes sociais e culturais.

Aprendizagem da docência em atividade de ensino no clube de matemática

Based on the Historical-Cultural theory and on Vygotsky’s general propositions about the social nature of the human psyche and the concept of activity deepened by Leontiev, we have investigated elements of the learning of Mathematics teaching in Pedagogy students who participated in the Mathematics Club at a public university in Sao Paulo. The data analyzed were produced by the subjects in the form of individual reflective portfolio and collective final report. Data analysis reveals that the transformation of collective activities, triggered by the needs placed upon the subject, is linked to the movement of assigning new meanings to the reorganization of actions and their relation to the planning, the subject’s relation to the teaching of mathematics, the relationship between theory and practice in teaching organization, and objective conditions of the teacher’s work. Thus, it points to the movement of teacher training in teaching activity in the Mathematics Club.Based on the Historical-Cultural theory and on Vygotsky’s general propositions about the social nature of the human psyche and the concept of activity deepened by Leontiev, we have investigated elements of the learning of Mathematics teaching in Pedagogy students who participated in the Mathematics Club at a public university in São Paulo. The data analyzed were produced by the subjects in the form of individual reflective portfolio and collective final report. Data analysis reveals that the transformation of collective activities, triggered by the needs placed upon the subject, is linked to the movement of assigning new meanings to the reorganization of actions and their relation to the planning, the subject’s relation to the teaching of mathematics, the relationship between theory and practice in teaching organization, and objective conditions of the teacher’s work. Thus, it points to the movement of teacher training in teaching activity in the Mathematics Club.

Learning to teach thorugh activity in the mathematics club

Based on the Historical-Cultural theory and on Vygotsky’s general propositions about the social nature of the human psyche and the concept of activity deepened by Leontiev, we have investigated elements of the learning of Mathematics teaching in Pedagogy students who participated in the Mathematics Club at a public university in Sao Paulo. The data analyzed were produced by the subjects in the form of individual reflective portfolio and collective final report. Data analysis reveals that the transformation of collective activities, triggered by the needs placed upon the subject, is linked to the movement of assigning new meanings to the reorganization of actions and their relation to the planning, the subject’s relation to the teaching of mathematics, the relationship between theory and practice in teaching organization, and objective conditions of the teacher’s work. Thus, it points to the movement of teacher training in teaching activity in the Mathematics Club.Based on the Historical-Cultural theory and on Vygotsky’s general propositions about the social nature of the human psyche and the concept of activity deepened by Leontiev, we have investigated elements of the learning of Mathematics teaching in Pedagogy students who participated in the Mathematics Club at a public university in São Paulo. The data analyzed were produced by the subjects in the form of individual reflective portfolio and collective final report. Data analysis reveals that the transformation of collective activities, triggered by the needs placed upon the subject, is linked to the movement of assigning new meanings to the reorganization of actions and their relation to the planning, the subject’s relation to the teaching of mathematics, the relationship between theory and practice in teaching organization, and objective conditions of the teacher’s work. Thus, it points to the movement of teacher training in teaching activity in the Mathematics Club.

Aprendizaje de la docencia en actividad de enseñanza en el club de matemáticas

Based on the Historical-Cultural theory and on Vygotsky’s general propositions about the social nature of the human psyche and the concept of activity deepened by Leontiev, we have investigated elements of the learning of Mathematics teaching in Pedagogy students who participated in the Mathematics Club at a public university in Sao Paulo. The data analyzed were produced by the subjects in the form of individual reflective portfolio and collective final report. Data analysis reveals that the transformation of collective activities, triggered by the needs placed upon the subject, is linked to the movement of assigning new meanings to the reorganization of actions and their relation to the planning, the subject’s relation to the teaching of mathematics, the relationship between theory and practice in teaching organization, and objective conditions of the teacher’s work. Thus, it points to the movement of teacher training in teaching activity in the Mathematics Club.Based on the Historical-Cultural theory and on Vygotsky’s general propositions about the social nature of the human psyche and the concept of activity deepened by Leontiev, we have investigated elements of the learning of Mathematics teaching in Pedagogy students who participated in the Mathematics Club at a public university in São Paulo. The data analyzed were produced by the subjects in the form of individual reflective portfolio and collective final report. Data analysis reveals that the transformation of collective activities, triggered by the needs placed upon the subject, is linked to the movement of assigning new meanings to the reorganization of actions and their relation to the planning, the subject’s relation to the teaching of mathematics, the relationship between theory and practice in teaching organization, and objective conditions of the teacher’s work. Thus, it points to the movement of teacher training in teaching activity in the Mathematics Club.