Relations between higher psychological functions and conceptual elaboration: formative experiences and dialogues with science teachers

• Grant number: 17/13515-0
• Support Opportunities: Scholarships in Brazil - Master
• Start date: January 01, 2018
• End date: January 06, 2019
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Joana de Jesus de Andrade
• Grantee: Mayla Eduarda Rosa Celorio
• Host Institution: Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil

Abstract

The elaboration of scientific concepts is related to the human psychological development because according to the theoretical references of the historical-cultural approach, these concepts are, essentially, systematized, complex, generalizable and products of a historical development. Because of this, its production and appropriation consists only on a human activity, which is the product of an intrinsic relation between biological and sociocultural aspects. Vygotsky devoted part of his research to locate the higher psychological functions in brain activity. Therefore, considering the studies about biological development in the historical-cultural approach, as well as the current contributions of the neurosciences, the general goal of this research is to study the process of building relations between neuropsychology and education through dialogs with Science teachers. To do so and to achieve our specific goals a qualitative and participant methodology will be used. With that being sad our specific goals are: to identify how much teachers consider aspects of each function (attention, perception, memory, logical reasoning and language) in their teaching performance; to follow and analyze the teachers' intersubjective interactions during a formative activity which will be used by the teachers to develop methodological propositions (that explore the potentialities of the studies that relate neurosciences and education); to identify and analyze the proposals elaborated by the teachers who were in the training activity and finally study the impacts of this training in their teaching performance. The data will be organized into categories of analysis, systematized on episodes and will be analyzed according to the same principles of the dialectic method used by Vygotsky. (AU)

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

CELORIO, Mayla Eduarda Rosa. Higher psychological functions and conceptual elaboration: Formative experiences and dialogues with science teachers. 2020. Master's Dissertation - Universidade de São Paulo (USP). Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (PCARP/BC) Ribeirão Preto.