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Análise Psicológica

Print version ISSN 0870-8231

Aná. Psicológica vol.22 no.1 Lisboa Mar. 2004

 

Aprender vivendo: As experiências de vida no desenvolvimento e na aprendizagem

 

ISABEL MATTA (*)

 

 

RESUMO

As perspectivas actuais da Psicologia representam um progresso significativo nas relações entre factores sócio-culturais e cognição. Se está mais ou menos assente que estes factores são inseparáveis, a explicação das suas intersecções tem variado segundo diferentes autores.

A maioria dos estudos tem oscilado entre o estudo das práticas sociais e a mente da criança. Preocupamo-nos em estudar a criança num mundo sócio-cultural, agindo e percebendo, tornando-se um participante competente em acontecimentos sócio-culturais, e as consequências cognitivas dessa participação. O foco é a criança com uma visão emergente da realidade e os meios que emprega para interpretar e (re)construir essa realidade. Defendemos a ideia de que os modos de representação esquemática de experiências de vida proporcionam uma estrutura que permite a comunicação e compreensão mútua (actividade social), mas também são instrumentos mediadores da actividade cognitiva. Neste processo, necessariamente associados aos progressos na linguagem, a narrativa assume um papel preponderante. Começando como organizador da comunicação e da experiência vívida com a necessidade de a narrar para um outro, depressa se revela como organizador cognitivo.

A reflexão teórica é apoiada em dados de investigações empíricas que temos vindo a desenvolver.

Palavras-chave: Desenvolvimento do pensamento, representações mentais de acontecimentos, desenvolvimento da narrativa.

 

 

ABSTRACT

Current perspectives in Psychology present significant progress in terms of the theorisation of the relations between socio-cultural factors and cognition. The idea that these factors are inseparable is widely agreed upon, but the ways in which their intersections are explained has varied among authors.

Most studies have oscillated between the study of social practices and the mind of the child. We are concerned with studying the child in a socio-cultural world, acting and understanding, becoming a competent participant in socio-cultural events, and the cognitive consequences of this participation. The focus is on the child with an emerging vision of reality and the means (s)he uses to interpret and (re)construct that reality. We argue that the modes of schematic representation of life experiences provide a structure that enables communication and mutual understanding (social activity), and are also mediating instruments of cognitive activity. In this process, necessarily associated with language processes, narrative plays a central role. Starting as an organiser of the communication of lived experience, it quickly becomes a cognitive organiser.

The theoretical discussion will be supported by data from empirical studies which we have undertaken.

Key words: Cognitive development, general event representations, development of narrative.

 

 

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

 

 

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(*) Instituto Superior de Psicologia Aplicada, Lisboa. UIPCDE.

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