Egocentric speech in Piaget and Vigotski: representations of teachers and educational implications

• Grant number: 11/22609-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: June 01, 2012
• End date: December 31, 2012
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Alessandra de Morais Shimizu
• Grantee: Bruna Assem Sasso dos Santos
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

This work is applied research, of qualitative approach. Although the objective of this research project is not to enter into which theory is more plausible to explain the phenomenon of egocentric speech. Initially to understand egocentric speech in Piaget and Vygotsky, through a literature search, and the educational implications for these authors. Moreover, a study to be conducted with teachers from kindergarten and first years of elementary school will seek to outline the representations of such teachers in this regard and its proximity to both, the theory of Piaget and Vygotsky and the educational implications arising. Due mainly to the epistemological question that diverges theories of Vygotsky and Piaget, reprimanding egocentric speech, for the first, would bring cognitive implications, while for the second, egocentric speech does not perform in any useful function in the behavior of the child and it would be more explicit factors affecting the coefficient of self-centeredness instead of other types of consequences. However, it is assumed that the representations of teachers is more common sense than the theories of Piaget and Vygotsky on egocentric speech, and if commit any consequence to the act of reprimanding the child's egocentric speech, it will be related only to the cognitive aspect, separating it from the moral field.(AU)