<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0870-8231</journal-id>
<journal-title><![CDATA[Análise Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Aná. Psicológica]]></abbrev-journal-title>
<issn>0870-8231</issn>
<publisher>
<publisher-name><![CDATA[ISPA-Instituto Universitário]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0870-82311999000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interacções sociais, desenvolvimento e aprendizagem: O papel do estatuto do par e da mediação semiótica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Vera]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,ISPA - Instituto Superior de Psicologia Aplicada UIPCDE - Unidade de Investigação em Psicologia Cognitiva do Desenvolvimento e da Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>1999</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>1999</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>9</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0870-82311999000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0870-82311999000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0870-82311999000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo apresentamos os resultados de alguns trabalhos que procuram esclarecer os mecanismos, que no seio das interacções sociais contribuem para o desenvolvimento e aprendizagem. São discutidos alguns dos mecanismos envolvidos nas interacções entre pares e adulto-criança, bem como o papel do estatuto dos sujeitos nas interacções entre pares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper we present the results of several works that search to clarify the role and the mechanisms by which the social interactions contribute to the development and learning. Some of the mechanisms involved in peer and adult-child interactions are discussed as well as the role of subject status in peer interaction.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interacções sociais]]></kwd>
<kwd lng="pt"><![CDATA[interacções entre pares]]></kwd>
<kwd lng="pt"><![CDATA[mediação semiótica]]></kwd>
<kwd lng="en"><![CDATA[Social interaction]]></kwd>
<kwd lng="en"><![CDATA[peer interaction]]></kwd>
<kwd lng="en"><![CDATA[semiotic mediation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <P><b>Interac&ccedil;&otilde;es sociais, desenvolvimento e aprendizagem:    O papel do estatuto do par e da media&ccedil;&atilde;o semi&oacute;tica </b></P>     <P>&nbsp;</P>      <P align="right">Francisco Peixoto <a name="top1"></a>(<a href="#1">*</a>) </P>     <P align="right">Vera Monteiro(<a href="#2">*</a>) </P>     <P>&nbsp;</P>     <P>&nbsp;</P>     <P align="center">RESUMO</P>     <P>Neste artigo apresentamos os resultados de alguns      trabalhos que procuram esclarecer os mecanismos, que no seio das interac&ccedil;&otilde;es      sociais contribuem para o desenvolvimento e aprendizagem. S&atilde;o discutidos      alguns dos mecanismos envolvidos nas interac&ccedil;&otilde;es entre pares      e adulto-crian&ccedil;a, bem como o papel do estatuto dos sujeitos nas interac&ccedil;&otilde;es      entre pares. </P>     <P><I>Palavras-Chave</I>: Interac&ccedil;&otilde;es sociais, interac&ccedil;&otilde;es    entre pares, media&ccedil;&atilde;o semi&oacute;tica. </P>     <P>&nbsp;</P>     ]]></body>
<body><![CDATA[<P align="center">ABSTRACT</P>     <P>In this paper we present the results of several      works that search to clarify the role and the mechanisms by which the social      interactions contribute to the development and learning. Some of the mechanisms      involved in peer and adult-child interactions are discussed as well as the      role of subject status in peer interaction. </P>     <P><I>Key words</I>: Social interaction, peer interaction, semiotic mediation.  </P>     <P>&nbsp; </P>     <P>Texto completo dispon&iacute;vel apenas em PDF.</P>     <p>Full text only available in PDF format.</p>     <P>&nbsp;</P>     <P align="center">REFER&Ecirc;NCIAS BIBLIOGR&Aacute;FICAS</P>     <!-- ref --><P>Attili, G. (1988). Le r&ocirc;le des relations precoces dans      le d&eacute;veloppement social e cognitif des enfants. In R. Hinde, A. N.      Perret-Clermont, & J. Stevenson-Hinde (Eds.), <I>Relations interpersonnelles      et d&eacute;veloppement des savoirs. </I>Suisse: Ed. Del Val. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;[&#160;<a href="javascript:void(0);" onclick="javascript: window.open('/scielo.php?script=sci_nlinks&ref=000021&pid=S0870-8231199900010000300001&lng=','','width=640,height=500,resizable=yes,scrollbars=1,menubar=yes,');">Links</a>&#160;]<!-- end-ref --><P>Blaye, A. (1988). M&eacute;canismes g&eacute;n&eacute;rateurs de progr&egrave;s      lors de la r&eacute;solution &agrave; deux d&rsquo;un produit de deux ensembles      par des enfants de 5-6 ans. In A. N. Perret-Clermont (Ed.), <I>Interagir et      connaitre enjeux et r&eacute;gulations sociales dans le d&eacute;veloppement      cognitif</I>. Neuch&acirc;tel: Delachaux et Niestl&eacute;. </P>     ]]></body>
<body><![CDATA[<P>Blaye, A. (1989). Nature et effets des oppositions dans des situations de co-r&eacute;solution      de probl&egrave;mes entre paires. In N. Bednarz & C. Garnier (Eds.), <I>Construction      des savoirs: obstacles et conflits</I>. Ottawa: Les &Eacute;ditions Agence      d&rsquo;ARC. </P>     <P>Brossard, M. (1995). <I>Vygotsky aujourd&rsquo;hui</I>. Confer&ecirc;ncia no      &acirc;mbito do Sindicato Nacional dos Psic&oacute;logos, Lisboa: ISPA. </P>     <P>Carugati, F., & Mugny, G. (1985). La th&eacute;orie du conflit sociocognitif.      In G. Mugny (Ed.), <I>Psychologie du d&eacute;veloppement cognitif</I>. Berne:      Peter Lang. </P>     <P>Costa, A. P. M. (1995). <I>Interac&ccedil;&atilde;o de tutela adulto-crian&ccedil;a:    import&acirc;ncia da perspectiva referencial adoptada</I>. Monografia de fim    de curso, Instituto Superior de Psicologia Aplicada, Lisboa. </P>     <P>Deleau, M., Gandon, E., & Taburet, V. (1993). Semiotic mediationin guiding interaction      with young children: The role of context and communication handicap on distanciation      in adult discourse. <I>European Journal of Psychology of Education, 8 </I>(4),      473-486. </P>     <P>Fitz-Gibbon (1990). Success and failure in peer tutoring experiments. In S. Goodlad,      & B. Hirst (Eds.), <I>Explorations in peer tutoring</I>. London: Basic Blackwell.    </P>     <P>Fraysse, J. C. (1991). Effects of social insertion mode on performance and interaction      in asymmetric dyads. <I>European Journal of Psychology of Education, 6 </I>(1),      45-53. </P>     <P>Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching, schooling      and literate discourse. In Luis C. Moll (Ed.), <I>Vygotsky and education</I>.      Cambridge: Cambridge University Press. </P>     <P>Gilly, M. (1988). Interactions entre pairs et constructions cognitives: des travaux      exp&eacute;rimentaux de laboratoire au terrain p&eacute;dagogique. <I>European      Journal of Psychology of Education, Num&eacute;ro Special Hors-Serie</I>,      127-138. </P>     <P>Gilly, M. (1989a). A propos de la th&eacute;orie du conflit so-cio-cognitif et      des m&eacute;canismes psycho-sociaux des constructions cognitives: perspectives      actuelles et mod&egrave;les explicatifs. In N. Bednarz, & C. Garnier (Eds.),      <I>Construction des savoirs: obstacles et con-flits</I>. Ottawa: Les &Eacute;ditions      Agence d&rsquo;ARC. </P>     ]]></body>
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<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Attili]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="fr"><![CDATA[Le rôle des relations precoces dans le développement social e cognitif des enfants.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hinde]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Perret-Clermont]]></surname>
<given-names><![CDATA[A. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Stevenson-Hinde]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Relations interpersonnelles et développement des savoirs]]></source>
<year>1988</year>
<publisher-name><![CDATA[Del Val]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
