Descrição
Autores: Alexandre Avelino Giffoni Junior
Sinopse:
The publication of Giffoni's study is a very significant event for the academic circle of cultural-historical theory in the context of Brazilian educational research. It shows the solid penetration of cultural historical theory in Brazil and, especially, the empirical research in this theoretical orientation, exemplified especially with the didactic-formative experiment in the perspective of developmental teaching introduced by V. Davydov [a L. S. Vygotsky follower]. … Reading Giffoni's book will show educators and researchers how to seek quality teaching in school institutions for young children belonging to socially marginalized social groups, provided that the school can articulate the study of school knowledge with social experiences and interactions as condition for the emotional, affective, cognitive and moral development of students. The research points to promising perspectives in this direction: poor children can benefit from the school's role in the development of intellectual capacities through the formation of concepts and the use of these concepts in their social and concrete life conditions. Another point that the researcher highlighted in the conclusions of his research was the possibility of using the theory of developmental teaching and his research in the areas of social assistance and social pedagogy. Dr. José Carlos Libâneo
Editora:Editora CRV
ISBN:ISBN: 9788544437520
DOI:10.24824/978854443752.0
Ano de edição:2019
Número de páginas:264
Formato:16x23
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Assunto:
T253
Teaching and learning within early childhood education to children in social situation of
poverty a Pedagogic-Didactic (Dialectic-Interactive) Intervention with the Cultural-Historical
Approach Alexandre Avelino Giff oni Junior – Curitiba CRV, 2019
264 p
Bibliografi a
ISBN 978-85-444-3752-0
DOI 10248249788544437520
1 Education 2 Developmental education 3 Cultural-historical Theory 4 Development
didatics 5 Social education I Giff oni Junior, Alexandre Avelino II Title III Series
CDU 37 CDD 370
FOREWORD
José Carlos Libâneo
INTRODUCTION
Characteristics of the research
The investigation problem and the choice of the research field
The aims of the research
The content of the chapters
CHAPTER I
THEORETICAL AND METHODOLOGICAL PERSPECTIVES
The Cultural-Historical Approach, the school’s role and the didactics
The development of the personality
The role of the school in the Cultural-Historical Approach perspective
A Cultural-Historical Didactics in the Pedagogic-Didactic Intervention
Categorical indicators for analysis and interpretation of the
Pedagogic-Didactic intervention Operational procedures of the research
Characterization of the research – procedures and categories
Content of the protocol groups
CHAPTER II
THE RESEARCH FIELD the early childhood education school in the
Monte Cristo community
The movement of community’s history and the senses of the
day care which turned into a school
People’s condition in the community
Characterization of ADA’s School Institution in the Community
The school routine aspects
The first episode oriented to the research
The point of view of the participants from the team of teachers
on the impact of ADA school in the lives of people from the Community
Characterization of the people engaged in the research
The School Principal ()
The Pedagogical Coordinator ()
Teacher A ()
Teacher C ()
Teacher E ()
Teacher L ()
Teacher M ()
Alexandre Avelino - indd Teacher C ()
Teacher F ()
CHAPTER III
PEDAGOGICAL MEETINGS AND DIDACTIC PLANNING
Pedagogical Meeting I – Pedagogic-Didactic Planning
The Double Move Approach in the teaching and learning process
Pedagogical Meeting II – ()
Individual Pedagogical Meetings between the Teachers
and the Researcher ( and )
The Pedagogic-Didactic Cultural-Historical Seminar ()
Pedagogical Meeting III – Pedagogic-Didactic Planning
a Teaching Unit lessons for the week ()
Pedagogical Meeting IV – Research Process Evaluation ()
CHAPTER IV
THE TEACHING-LEARNING ACTIVITY IN THE CLASSROOM AND
IN THE ICT ROOM
The classroom
Teacher A’s lesson with principal’s participation on
Teacher F’s lesson on
ICT Room
Selected clips in episode-settings on and
Episode II ()
Episode IIa ()
Episode IIb ()
FINAL CONSIDERATIONS
LIST OF REFERENCES
APPENDICES
APPENDIX A
MODEL OF THE KNOWLEDGE STRUCTURE
APPENDIX B
MODEL OF THE KNOWLEDGE STRUCTURE – LOVINGNESS
APPENDIX C
MODEL OF DIDACTIC PLANNING
