segunda-feira, janeiro 16, 2006

The educational experience with the Tikuna

The educational experience with the Tikuna: a look into the complexity of concept construction
by Elvira Souza Lima

Abstracts MCA Volume 5, No. 2
Mind, Culture, and Activity (ISSN 1074-9039)

http://lchc.ucsd.edu/MCA/Journal/index.html

The Mind, Culture, and Activity journal is published by
the Laboratory of Comparative Human Cognition (LCHC) at University of California, San Diego.

"Nem sempre a criança compreende o que o professor quer dizer",

"Nem sempre a criança compreende o que o professor quer dizer", ensina a psicóloga especialista em desenvolvimento humano Elvira de Souza Lima

Avaliação Nota 10
Reportagem de Paola Gentile e Cristiana Andrade
Revista Nova Escola
Edição Nº147
Novembro de 2001

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Culture Revisited: Vygotsky's Ideas in Brazil

Culture Revisited: Vygotsky's Ideas in Brazil

Elvira Souza Lima­



Abstract

This article discusses the confluence of the Vygotskian cultural-historical psychology with the Brazilian school of critical pedagogy and the experiences of alternative schooling in Brazil. It examines the present reform of the public school system in the city of Belo Horizonte and the role of some of Vygotsky's ideas in complementing and expanding the theoretical basis of critical pedagogy and illuminating the historical praxis of the struggle for equity in education. The Brazilian experience of alternative schooling, which already has a long tradition and a wealth of accumulated experience in the 20th century, challenges the traditional notions of school and the narrow views of literacy and learning that lead to the instrumentalization of schooling. Building upon that experience, critical pedagogy developed a comprehensive view of the educational process as one of development and liberation of the total human being and of education for social participation and democratic development. Vygotsky's notions on human development and education bring a new theoretical contribution to the Brazilian experience, which in turn can provide a new perspective for the reading of some of the key concepts of cultural-historical psychology.

from: http://www.anthrosource.net/doi/abs/10.1525/aeq.1995.26.4.05x1063w
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Many Families, Many Literacies

Many Families, Many Literacies: An International Declaration of Principles

By Denny Taylor.

Portsmouth, NH: Heinemann, 1997. 244 pp. $25.95 (paper).

Many Families, Many Literacies: An International Declaration of Principles supports families, recognizes diverse communities, and promotes equality and social justice. The development of an International Declaration of Principles began in 1994 when international scholars gathered at the International Forum on Family Literacy in Tucson, Arizona, to address the development of family literacy programs and the national standards to assess these programs. Subsequent meetings included other literacy scholars and practitioners who met at the Whole Language Umbrella Conference in 1995 and at the Family Literacy Seminar for teachers at the University of Pennsylvania Graduate School of Education in 1996. This collaborative process resulted in a comprehensive and useful volume that may be viewed as a handbook that literacy experts, policymakers, and practitioners will find thought provoking and useful.

This book includes the history of the declaration, a preamble, the seven sets of literacy principles, and a section entitled, "I want to ask a question: Family members speak out," which addresses literacy programs. Editor Denny Taylor challenges the present deficit-driven family model embedded in literacy programs by redefining "the relationship of literacy to poverty, the notion of socioeconomic status, and the concept of 'disadvantaged'" families (p. 3) while being more inclusive of diverse families and acknowledging their funds of knowledge -- their language, their multiple approaches to literacies, and their ability to solve the daily events of life (p. xx). The rest of the volume is divided into the seven sets of literacy principles about families, language and literacy, ethical research issues, pedagogy and family literacy programs, assessment of family literacy programs, and policymakers' and educators' roles. Each section includes the definition of a literacy principle, as well as short essays and vignettes by literacy experts, practitioners, and family literacy program participants, who share their approaches to literacy practices at home and in the community. Some of the contributing authors are Marilyn Antonucci, Elsa Auerbach, Michele Foster, Ken and Yetta Goodman, and Elvira Souza Lima.

Taylor and the other contributors challenge the assumption that poor families are empty vessels. Taylor welcomes conversations with others to begin the process of redefining family literacy program policies away from a deficit-driven model to one that acknowledges the complexities within families and among families, and that builds on families' funds of knowledge while honoring and respecting them.

L'école dans la vie des families, book review by Elvira Souza Lima

From Anthropology and Education Quarterly 27:4
December 1996 book reviews

L'école dans la vie des families: Ce qu'en pensent les parents des élèves du primaire génévois. Cléopâtre Montandon
. Geneva: Service de la Recherche Sociologique, 1991. 163 pp.

ELVIRA SOUZA LIMA

In a time in which the role of parents in the schooling process is a growing concern in basic education, this book by Montandon, L'école dans la vie des familles, makes an important contribution. In spite of the fact that it presents an enquiry done in the county of Geneva, some of the points raised could be of interest for educators in many other cities around the globe. In fact, the views and behaviors described in this book are not unfamiliar to people working with public schooling elsewhere.

Montandon's work is relevant for at least two reasons: first, it discusses the family-school relationship from the parents' perspective; second, it intermingles the discussion with findings from previous research on teachers' perceptions of families and family-school relations (B. Favre and C. Montandon, Les parents dans l'école . . . Ce qu'en disent les enseignants primaires génévois, Cahiers du Service de la Recherche Socialogique, 30, 1989). This gives the reader a broader view of the articulation between school and families. Not only are both voices, teachers' and parents', represented, but the reader has also a unique opportunity to reflect upon the many subtle concepts and representations that underlie personal interactions and institutional relationships. A major finding presented by the author is that parents and teachers' representations of each other do not necessarily fit reality; nonetheless, many of the actual actions taken vis-à-vis each other are guided by these representations.



read the complete review:
  • Anthropology and Education Quarterly
  • A atividade da criança na idade pré-escolar

    A atividade da criança na idade pré-escolar
    Elvira Cristina de Azevedo Souza Lima

    "Brincar é uma atividade universal, encontrada nos vários grupos humanos, em diferentes períodos históricos e estágios de desenvolvimento econômico. Evidentemente, as várias modalidades lúdicas não existem em todas as épocas e também não permanecem imutáveis através dos tempos. Como toda atividade humana, o brincar se constitui na interação de vários fatores que marcam determinado momento histórico sendo transformado pela própria ação dos indivíduos e por suas produções cultural e tecnológica. Os jogos e as brincadeiras são, assim transformados continuamente."

    "A criança brinca para conhecer-se a si própria e aos outros em suas relações recíprocas, para aprender as normas sociais de comportamento, os hábitos determinados pela cultura; para conhecer os objetos em seu contexto, ou seja, o uso cultural dos objetos; para desenvolver a linguagem e a narrativa; para trabalhar com o imaginário; para conhecer os eventos e fenômenos que ocorrem a sua volta."

    "A realização de jogos e brincadeiras na primeira infância envolve naturalmente o movimento, que vai dominar como componente, pois através dele a criança se coloca no meio, inteirando-se com os objetos, com as pessoas, explorando seu próprio corpo, o espaço físico. Uma das funções da brincadeira é permitir à criança o exercício do movimento.(...) O movimento tem, assim, relevância destacada na infância, pois ele serve para a criança se relacionar com o outro, explorar o espaço - situando-se nele - , bem como os objetos e o próprio corpo."

    Publicação: Série Idéias n. 10, São Paulo: FDE, 1992.
    Páginas: 17 a 23
    texto disponivel no site do:
  • Centro de Referência em Educação Mario Covas - C R E - Secretaria de Estado da Educação de São Paulo
  • domingo, janeiro 15, 2006

    A utilização do jogo na pré-escola

    A utilização do jogo na pré-escola

    "Brincar é fonte de lazer, mas é, simultaneamente, fonte de conhecimento; é esta dupla natureza que nos leva a considerar o brincar parte integrante da atividade educativa."

    "Brincar na Escola não é exatamente igual a brincar em outras ocasiões, porque a vida escolar é regida por algumas normas que regulam as ações das pessoas e as interações entre elas e, naturalmente, estas normas estão presentes, também, na atividade da criança. Assim, as brincadeiras e os jogos têm uma especificidade quando ocorrem na Escola, pois são mediadas pelas normas institucionais."

    "Incluir o jogo e a brincadeira na Escola tem como pressuposto, então, o duplo aspecto de servir ao desenvolvimento da criança, enquanto indivíduo, e à construção do conhecimento, processos estes intimamente interligados."

    Publicação: Série Idéias n. 10. São Paulo: FDE, 1992.
    Páginas: 24 a 29
    texto disponivel no site do:
  • Centro de Referência em Educação Mario Covas - C R E - Secretaria de Estado da Educação de São Paulo