Pub Date : 2022-07-02DOI: 10.20952/revtee.v15i34.17744
Sandra Virginia Correa de Andrade Santos, Camila Tahis dos Santos Silva, Tainah dos Santos Carvalho
This study aims to reflect on digital cultures and their implications for thinking about teacher education in a contemporary world marked by the digital network. From this objective, we have a bibliographical research that, in its weaving, brings understandings about the processes carried out by social actors who, through their daily practices with digital technologies, constitute multiple cultures. As a result, this work helps us to think about contemporary culture in a plural perspective, in view of the understanding that social actors attribute to the artifacts their own meanings in the means of use and appropriation, marking an immersion of creation and authorship that, in the educational context, has provoked us to institute teacher training that welcomes other know-how with the digital.
{"title":"Digital Cultures: dialogues and reflections for teacher education","authors":"Sandra Virginia Correa de Andrade Santos, Camila Tahis dos Santos Silva, Tainah dos Santos Carvalho","doi":"10.20952/revtee.v15i34.17744","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17744","url":null,"abstract":"This study aims to reflect on digital cultures and their implications for thinking about teacher education in a contemporary world marked by the digital network. From this objective, we have a bibliographical research that, in its weaving, brings understandings about the processes carried out by social actors who, through their daily practices with digital technologies, constitute multiple cultures. As a result, this work helps us to think about contemporary culture in a plural perspective, in view of the understanding that social actors attribute to the artifacts their own meanings in the means of use and appropriation, marking an immersion of creation and authorship that, in the educational context, has provoked us to institute teacher training that welcomes other know-how with the digital.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67694083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.20952/revtee.v15i34.17759
Yuliya Vladimirovna Androsova
Preschool educational organizations participating in the revitalization of the ethnic languages of the indigenous peoples of the North, Siberia and the Far East need a special bilingual educational system with an effective methodology for creating a speech environment, developed on the basis of the federal state educational standard for preschool education and an environmental approach. In this regard, in order to eliminate language deprivation, which has become a stable phenomenon in preschool educational organizations in which children of the indigenous peoples of the North, Siberia and the Far East of the Russian Federation are brought up, it is necessary to take systemic measures aimed at improving the quality of the native speech of teachers, creating didactic materials, including digital resources to create a developing speech environment, the development of a special technique that reveals the speech potential of children. The purpose of the research is the creation of a model of the ethnocultural speech environment in the native language for preschool children in conditions of insufficient functioning of the native language. The article provides a comprehensive description of the research results on the creation of a speech environment in preschool educational institutions in native languages of the indigenous peoples of the North, Siberia and the Far East of the Russian Federation. The results are presented: 1) a description of educational practices, built on the principle of “one person – one language”, aimed at the development of early bilingualism in preschool children; 2) analysis of the main problems of the speech environment in preschool educational organizations located in places of compact residence of indigenous minorities; 3) a description of the model for creating an ethnocultural speech environment in the native language for preschool children based on the principle of “one person – one language” and the concept of “developing speech environment”. As part of this study, a model for creating an ethnocultural speech environment for preschool children has been developed, taking into account the requirements of important state documents regulating the educational activities of kindergartens. First of all, the model is intended for the use by kindergartens implementing an educational program in conditions of insufficient functioning in the family and society of the native language of the indigenous peoples of the North, Siberia and the Far East of the Russian Federation. In order to introduce a model for creating an ethnocultural speech developmental environment for preschool children in the educational process, guidelines have been developed for parents and employees of preschool educational organizations.
{"title":"Creation of a speech environment for preschool children in their native language in conditions of its insufficient functioning in family and society","authors":"Yuliya Vladimirovna Androsova","doi":"10.20952/revtee.v15i34.17759","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17759","url":null,"abstract":"Preschool educational organizations participating in the revitalization of the ethnic languages of the indigenous peoples of the North, Siberia and the Far East need a special bilingual educational system with an effective methodology for creating a speech environment, developed on the basis of the federal state educational standard for preschool education and an environmental approach. In this regard, in order to eliminate language deprivation, which has become a stable phenomenon in preschool educational organizations in which children of the indigenous peoples of the North, Siberia and the Far East of the Russian Federation are brought up, it is necessary to take systemic measures aimed at improving the quality of the native speech of teachers, creating didactic materials, including digital resources to create a developing speech environment, the development of a special technique that reveals the speech potential of children. The purpose of the research is the creation of a model of the ethnocultural speech environment in the native language for preschool children in conditions of insufficient functioning of the native language. The article provides a comprehensive description of the research results on the creation of a speech environment in preschool educational institutions in native languages of the indigenous peoples of the North, Siberia and the Far East of the Russian Federation. The results are presented: 1) a description of educational practices, built on the principle of “one person – one language”, aimed at the development of early bilingualism in preschool children; 2) analysis of the main problems of the speech environment in preschool educational organizations located in places of compact residence of indigenous minorities; 3) a description of the model for creating an ethnocultural speech environment in the native language for preschool children based on the principle of “one person – one language” and the concept of “developing speech environment”. As part of this study, a model for creating an ethnocultural speech environment for preschool children has been developed, taking into account the requirements of important state documents regulating the educational activities of kindergartens. First of all, the model is intended for the use by kindergartens implementing an educational program in conditions of insufficient functioning in the family and society of the native language of the indigenous peoples of the North, Siberia and the Far East of the Russian Federation. In order to introduce a model for creating an ethnocultural speech developmental environment for preschool children in the educational process, guidelines have been developed for parents and employees of preschool educational organizations.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48491570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.20952/revtee.v15i34.17760
Alla Bariyevna Bakmansurova, Anna Valeryavna Efimova, Elena Gennadyavna Koshkina
The objective of the research is to examine the features of socio-cultural competence and its development among master students studying a second foreign language. To reach the objective, the following tasks should be solved: to define socio-cultural competence, to analyze its components / its content; to analyze an example of a training course for master students, in which the formation and development of socio-cultural competence is expected; to conduct a survey among students; to analyze the empirical data obtained; to make a conclusion about the degree of awareness / understanding of the need to develop socio-cultural competence when learning a (second) foreign language. The proposed study is theoretically significant to some degree for methodological science (the section devoted to communicative competence and its components) and is practically valuable since it describes the specific experience of the formation and development of the competence being studied in higher education.
{"title":"Sociocultural competence development among master’s students as a part of \"The Culture of Romano-German Countries\" course","authors":"Alla Bariyevna Bakmansurova, Anna Valeryavna Efimova, Elena Gennadyavna Koshkina","doi":"10.20952/revtee.v15i34.17760","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17760","url":null,"abstract":"The objective of the research is to examine the features of socio-cultural competence and its development among master students studying a second foreign language. To reach the objective, the following tasks should be solved: to define socio-cultural competence, to analyze its components / its content; to analyze an example of a training course for master students, in which the formation and development of socio-cultural competence is expected; to conduct a survey among students; to analyze the empirical data obtained; to make a conclusion about the degree of awareness / understanding of the need to develop socio-cultural competence when learning a (second) foreign language. The proposed study is theoretically significant to some degree for methodological science (the section devoted to communicative competence and its components) and is practically valuable since it describes the specific experience of the formation and development of the competence being studied in higher education.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48774985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.20952/revtee.v15i34.17761
Z. Ashirova, S. Zholdasbekova, Zhanat Nurzhanbayeva, Laura Akxmet, G. Karatayev
The legal culture of students (hereinafter LCS) can be defined as a spiritual and material system which ensures the effective usage of legislative and other regulatory documents in professional activities to solve issues. The LCS in professional training is a unity of gnoseological, axiological, activity-based and technological components which can be considered as criteria in forming this culture. The selected structural components of the LCS in professional training are refracted into functional ones. The most important functions are: cognitive-transformative, legal-regulatory, value-normative, communicative, prognostic, legal socialization, and humanistic functions. The pedagogical model of the LCS formation, represented by the target, structural-content, organizational-procedural and control-evaluation components, which reveals the theoretical essence, internal structure and logic of the complex process under consideration, the unity of all its elements that are interrelated and interdependent, allows creating a legal educational space and provides for the process of forming the LCS in the conditions of professional and pedagogical education. The basic principles in the formation of LCS in professional training are revealed: consistency, conceptuality, legal conditionality, and prognostic-based principles.
{"title":"Formation of legal culture of college students","authors":"Z. Ashirova, S. Zholdasbekova, Zhanat Nurzhanbayeva, Laura Akxmet, G. Karatayev","doi":"10.20952/revtee.v15i34.17761","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17761","url":null,"abstract":"The legal culture of students (hereinafter LCS) can be defined as a spiritual and material system which ensures the effective usage of legislative and other regulatory documents in professional activities to solve issues. The LCS in professional training is a unity of gnoseological, axiological, activity-based and technological components which can be considered as criteria in forming this culture. The selected structural components of the LCS in professional training are refracted into functional ones. The most important functions are: cognitive-transformative, legal-regulatory, value-normative, communicative, prognostic, legal socialization, and humanistic functions. The pedagogical model of the LCS formation, represented by the target, structural-content, organizational-procedural and control-evaluation components, which reveals the theoretical essence, internal structure and logic of the complex process under consideration, the unity of all its elements that are interrelated and interdependent, allows creating a legal educational space and provides for the process of forming the LCS in the conditions of professional and pedagogical education. The basic principles in the formation of LCS in professional training are revealed: consistency, conceptuality, legal conditionality, and prognostic-based principles.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48098814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.20952/revtee.v15i34.17616
Augusto Weiand, Patrícia da Silva Campelo Costa Barcellos, Eliseo Reategui
Connections have been present in society since the beginning of time, and these possibilities allow knowledge among people to be perfected and taught to others in order to constitute a continuous learning network. In this context, there are several approaches that are commonly used, such as flashcards and learning maps. Under this scenario, this article demonstrates how a virtual learning environment constituted in the light of Connectivist and Activity Theories can help in the process of understanding a foreign language. In this environment, teachers and students build a map with interconnected contents, which can be: hypertexts, hypertext flashcards and links - called Piece of Knowledge - PoK, constituting pieces of knowledge about one (or several) theme(s). In addition, the environment provides forums and a different way of viewing the map in groups, where each student has their own vision, being able to suggest modifications to the map of other colleagues. In this sense, the present work demonstrates the theoretical foundation of this environment, as well as a study developed with secondary school students where the use of the environment in an activity of the English language discipline was analyzed.
{"title":"Pieces of Knowledge: connectivist maps as allies of language learning","authors":"Augusto Weiand, Patrícia da Silva Campelo Costa Barcellos, Eliseo Reategui","doi":"10.20952/revtee.v15i34.17616","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17616","url":null,"abstract":"Connections have been present in society since the beginning of time, and these possibilities allow knowledge among people to be perfected and taught to others in order to constitute a continuous learning network. In this context, there are several approaches that are commonly used, such as flashcards and learning maps. Under this scenario, this article demonstrates how a virtual learning environment constituted in the light of Connectivist and Activity Theories can help in the process of understanding a foreign language. In this environment, teachers and students build a map with interconnected contents, which can be: hypertexts, hypertext flashcards and links - called Piece of Knowledge - PoK, constituting pieces of knowledge about one (or several) theme(s). In addition, the environment provides forums and a different way of viewing the map in groups, where each student has their own vision, being able to suggest modifications to the map of other colleagues. In this sense, the present work demonstrates the theoretical foundation of this environment, as well as a study developed with secondary school students where the use of the environment in an activity of the English language discipline was analyzed.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67694449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.20952/revtee.v15i34.16958
E. Barbosa, Maria do Carmo Meirelles Toledo Cruz, Vanda Mendes Ribeiro
This present article aimed to analyze the educational equity among state schools located in vulnerable territories in the city of Guarulhos. The analysis involves the final year of elementary and high school. The database used was formed by data from the School Performance Assessment System of the State of São Paulo (Saresp) and the São Paulo Social Vulnerability Index (IPVS). A quantitative approach was used, and the data set was examined using descriptive and variance analysis, with social vulnerability in the territories and the color/race of students as independent variables and the average of the Basic Education Development Index of the State of São Paulo (Idesp), performance level in Portuguese, Mathematics and school flow as dependent variables. The results in the analyzed teaching stages demonstrate the existence of variations and distances between the learning of students enrolled in schools with different levels of social vulnerability, interfering with the advancement of educational equity, with prejudice to students from schools with greater vulnerability.
{"title":"Educational equity in vulnerable territories","authors":"E. Barbosa, Maria do Carmo Meirelles Toledo Cruz, Vanda Mendes Ribeiro","doi":"10.20952/revtee.v15i34.16958","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.16958","url":null,"abstract":"This present article aimed to analyze the educational equity among state schools located in vulnerable territories in the city of Guarulhos. The analysis involves the final year of elementary and high school. The database used was formed by data from the School Performance Assessment System of the State of São Paulo (Saresp) and the São Paulo Social Vulnerability Index (IPVS). A quantitative approach was used, and the data set was examined using descriptive and variance analysis, with social vulnerability in the territories and the color/race of students as independent variables and the average of the Basic Education Development Index of the State of São Paulo (Idesp), performance level in Portuguese, Mathematics and school flow as dependent variables. The results in the analyzed teaching stages demonstrate the existence of variations and distances between the learning of students enrolled in schools with different levels of social vulnerability, interfering with the advancement of educational equity, with prejudice to students from schools with greater vulnerability.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67690756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-18DOI: 10.20952/revtee.v15i34.17446
Rafaela S Guimarães, L. Ferreira
This study aimed to understand the conceptions of playfulness of Basic Education teachers, and if these reverberate in their pedagogical practice. It was a qualitative research, carried out in Amargosa-Bahia, with four teachers from the municipal teaching network of the Elementary School of the Initial Years as participants. For the production of data, semi-structured interviews were chosen, carried out individually, using Google meet, in the year 2020. Thus, it was evident that the predominant conceptions of playfulness in the teachers' speech are those focused on games, games and playful artifacts (books, fantasies, puppets), having the character of utility. Although the teachers use diversified elements such as games, games and other artifacts, they are very much configured as pedagogical and instructional resources to teach content.
{"title":"Conceptions of playfulness: what do teachers present about the theme?","authors":"Rafaela S Guimarães, L. Ferreira","doi":"10.20952/revtee.v15i34.17446","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17446","url":null,"abstract":"This study aimed to understand the conceptions of playfulness of Basic Education teachers, and if these reverberate in their pedagogical practice. It was a qualitative research, carried out in Amargosa-Bahia, with four teachers from the municipal teaching network of the Elementary School of the Initial Years as participants. For the production of data, semi-structured interviews were chosen, carried out individually, using Google meet, in the year 2020. Thus, it was evident that the predominant conceptions of playfulness in the teachers' speech are those focused on games, games and playful artifacts (books, fantasies, puppets), having the character of utility. Although the teachers use diversified elements such as games, games and other artifacts, they are very much configured as pedagogical and instructional resources to teach content.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49574649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-18DOI: 10.20952/revtee.v15i34.17576
Tiago Tempera, Luís Tinoca
This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. The study uses a multiple case study design, in which the main data collection techniques are interviews and document analysis. The results show that initial teacher education institutions are concerned with the integration of this teaching method in its programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence. Data also reveal the need for greater monitoring by higher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their professional development.
{"title":"Project-based learning in initial teacher education: contributions for the professional development of elementary school teachers","authors":"Tiago Tempera, Luís Tinoca","doi":"10.20952/revtee.v15i34.17576","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17576","url":null,"abstract":"This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. The study uses a multiple case study design, in which the main data collection techniques are interviews and document analysis. The results show that initial teacher education institutions are concerned with the integration of this teaching method in its programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence. Data also reveal the need for greater monitoring by higher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their professional development.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67694116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-18DOI: 10.20952/revtee.v15i34.17608
K. Shaposhnykov, Svitlana Filyppova, V. Lagodiienko, D. Krylov, Hanna Svinarova
The article systematizes main directions of improving organizational and economic support of higher education innovative development in the globalization context. One of the main intensification directions of innovative activity in the higher education field is the creation of a national strategy for innovative higher education development, synchronized with existing programs for the development of domestic higher education system and national economy in general. Authors emphasize that the policy of targeted financing of higher education system innovative development requires optimization. Prerequisites for university innovative development are the availability of state support, adequate financial support, lack of bureaucracy, presence of a developed innovation infrastructure, developed innovation culture in society and more. Promising areas for further universities’ development are also identified: deepening the relationship between higher education, science and industry, particularly in the direction of scientific research commercialization; ensuring university autonomy (including financial autonomy), flexibility and digitalization of higher education; use of distance learning; regular educational material updating in accordance with business demands and scientific-technological progress latest achievements.
{"title":"Universities innovative development under the globalization conditions","authors":"K. Shaposhnykov, Svitlana Filyppova, V. Lagodiienko, D. Krylov, Hanna Svinarova","doi":"10.20952/revtee.v15i34.17608","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17608","url":null,"abstract":"The article systematizes main directions of improving organizational and economic support of higher education innovative development in the globalization context. One of the main intensification directions of innovative activity in the higher education field is the creation of a national strategy for innovative higher education development, synchronized with existing programs for the development of domestic higher education system and national economy in general. Authors emphasize that the policy of targeted financing of higher education system innovative development requires optimization. Prerequisites for university innovative development are the availability of state support, adequate financial support, lack of bureaucracy, presence of a developed innovation infrastructure, developed innovation culture in society and more. Promising areas for further universities’ development are also identified: deepening the relationship between higher education, science and industry, particularly in the direction of scientific research commercialization; ensuring university autonomy (including financial autonomy), flexibility and digitalization of higher education; use of distance learning; regular educational material updating in accordance with business demands and scientific-technological progress latest achievements.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67694244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.20952/revtee.v15i34.17419
Ana Ignez Belém Lima, Edjôfre Coelho de Oliveira, Suzanne Rocha Bandeira
The study presents as object the understanding of art in the formation of the psychism under the cultural-historical perspective of Vygotsky (1991, 1999, 2004). For that, it was opted for the accomplishment of a documental bibliographical research, in order to raise bigger data and dialogues about the thematic inside the vigotskian work. It was used, for this, the book "Psychology of Art" as a starting point for such discussions following a dialectical method for the construction of new debates with the other authors presented here. Through art, the human being expresses the unconscious contents, according to a cultural-historical perspective, becoming capable of transforming himself and others through his affections. As an example, the autobiographical work of the painter Frida Kahlo stands out, bringing some of her paintings and the importance of this in her process of dealing with reality. Affectivity is presented as a fundamental element in the formation of personality, participating in the choice of the contents to be meant. Finally, it is discussed how art and affectivity act in human formation, the suppression of emotions in the current capitalist society and the need to rescue this sensibility for humanity.
{"title":"Psychology of art: art Frida Khalo’s in the formation of the mind from the cultural-historical perspective of Vygotsky","authors":"Ana Ignez Belém Lima, Edjôfre Coelho de Oliveira, Suzanne Rocha Bandeira","doi":"10.20952/revtee.v15i34.17419","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17419","url":null,"abstract":"The study presents as object the understanding of art in the formation of the psychism under the cultural-historical perspective of Vygotsky (1991, 1999, 2004). For that, it was opted for the accomplishment of a documental bibliographical research, in order to raise bigger data and dialogues about the thematic inside the vigotskian work. It was used, for this, the book \"Psychology of Art\" as a starting point for such discussions following a dialectical method for the construction of new debates with the other authors presented here. Through art, the human being expresses the unconscious contents, according to a cultural-historical perspective, becoming capable of transforming himself and others through his affections. As an example, the autobiographical work of the painter Frida Kahlo stands out, bringing some of her paintings and the importance of this in her process of dealing with reality. Affectivity is presented as a fundamental element in the formation of personality, participating in the choice of the contents to be meant. Finally, it is discussed how art and affectivity act in human formation, the suppression of emotions in the current capitalist society and the need to rescue this sensibility for humanity.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67692727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：