Da homogeneidade biológica à heterogeneidade cultural: o papel da construção de significados no desenvolvimento humano

Smith, Howard A.

doi:10.1590/0104-4060.184

Resumo

O principal objetivo deste artigo é defender a tese de que: (a) todos os seres humanos são dotados do mesmo potencial biológico para sobreviver em meios físicos e culturais diversos, e (b) o desenvolvimento humano depende mais de significados criados a partir de experiências pessoais em contextos culturais do que de traços biológicos ligados à idade. Como segundo objetivo deste trabalho, e com base nos dois argumentos acima, são apresentadas cinco implicações gerais para a educação em contextos multiculturais.

DOSSIÊ - EDUCAÇÃO EM CIÊNCIAS

Da homogeneidade biológica à heterogeneidade cultural: o papel da construção de significados no desenvolvimento humano^* * Este artigo se baseia em um trabalho apresentado no encontro da American Educational Research Association, em Nova York, EUA, em abril de 1996.

Howard A. Smith

Ph.D, Faculty of Education, Queen's University, Canadá

RESUMO

O principal objetivo deste artigo é defender a tese de que: (a) todos os seres humanos são dotados do mesmo potencial biológico para sobreviver em meios físicos e culturais diversos, e (b) o desenvolvimento humano depende mais de significados criados a partir de experiências pessoais em contextos culturais do que de traços biológicos ligados à idade. Como segundo objetivo deste trabalho, e com base nos dois argumentos acima, são apresentadas cinco implicações gerais para a educação em contextos multiculturais.

Texto completo disponível apenas em PDF.

Full text available only in PDF format.

Trad.: Ph.D José Erasmo Gruginski, Departamento de Letras Estrangeiras Modernas, SCHLA, UFPR.

BARTLETT, F.C. Remembering: A Study in Experimental and Social Psychology. Cambridge: Cambridge University Press, 1932.
BARTON, S. Chaos, self-organization, and psychology. American Psychologist,n. 49, p. 514, 1994.
BRAINERD, C. J. The stage question in cognitive-developmental theory. Behavioral and Brain Sciences,n.2,p.173-213, 1978.
BRONFENBRENNER, U. and CECI, S.J. Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review,n. 101, p. 568-586, 1994.
BROWN, J. S.; COLLINS, A.; DUGUID, P. Situated cognition and the culture of learning. Educational Researcher, v. 18, n. 1, p. 32-42, 1989.
BRUNER, J. The course of cognitive growth. American Psychologist, n.19, p. 115, 1964.
______. Actual minds, possible worlds Cambridge. MA: Harvard University Press, 1986.
______. Acts of meaning. Cambridge, MA: Harvard University Press, 1990.
______. and SHERWOOD, V. Thought, language and interaction in infancy. In: J. P. FORGAS (Ed.), Social cognition: Perspectives on everyday understanding. London: Academic Press, p. 27-52, 1981.
BUCHLER, J. Philosophical writings of Pierce. New York: Dover, 1955.
CHI, M. T. H. Knowledge structures and memory development, 1978.
CLARKE, A. M., and CLARKE, A. D. B. The later cognitive effects of early intervention. Intelligence, n. 13, p. 289-197, 1989.
COLE, M. Cognitive development and formal schooling: the evidence from crosscultural research. In: L. C. MOLL (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press. p. 89-110, 1990.
COSMIDES, L. and TOOBY, J. Origins of domain specificity: the evolution of functional organization In: L. A. HIRSCHFELD and S. A. GELMAN (Eds.), Mapping the mind: Domain specificity in cognition and culture. Cambridge: Cambridge University Press, p. 85-116, 1994.
DAWKINS, R. The extended phenotype. San Francisco: W. H. Freeman, 1982.
DONALDSON, M. The mismatch between school and children's minds. Human Nature n. 2, p.60-67,1979.
DUNN, J. and McGUIRE, S. Young children's nonshared experiences: A summary of studies in Cambridge and Colorado. In: E. M. HETHERINGTON, D.; REISS, and R. PLOMIN (Eds.), Separate social worlds of siblings: the impact of nonshared environment on development. Hillsdale, N J: Erlbaum, p. 111128, 1994.
EDELMAN, G. M. Neutral Darwinism: The theory of neuronal group selection. New York: Basic Books, 1987.
______. Bright air, brilliant fire: On the matter of the mind. New York: Basic Books, 1992.
FARR, R. The social origins of the human mind: a Historical note: In: J. P. FOR-GAS (Ed.), Social cognition: Perspectives on everyday understanding. London: Academic Press, p. 247-258, 1981.
GARDNER, H. Frames of Mind: The theory of multiple intelligences. New York: Basic, 1983
______. The unschooled mind: How children think and how schools should teach. New York: BasicBooks, 1991.
______. Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, n. 77, p. 200-209, 1995.
______. Are there additional intelligences? The case for naturalists, spiritual and existential intelligences. In: J. KANE (Ed.), Education, information, and transformation: Essays on learning and thinking. Upper Saddle River, N J: Prentice-Hall, p. 111-132, 1999.
GARDNER, H. and WOLF, D. Waves and streams of symbolization: notes on the development of symbolic capacities in young children. In: D. ROGERS and J. A. SLOBODA (Eds.), The acquisition of symbolic skills. New York: Plenum Press, p. 19-42, 1983.
GRANOTT, N. and GARDNER, H. When minds meet: interactions, coincidence, and development in domains of ability. In: R. J. STENBERG e R. K. WAG-NER (Eds.), Mind in Context: Interactions perspectives on human intelligence. Cambridge: Cambridge University Press, p. 171-201, 1994.
GRISS, S.Creative movement: a language for learning. Educational Leadership,v. 51, n. 5, p. 78-80, 1994.
HAAS, N. M. and LoPRESTO, S. Panel assessments. Unlocking math exams. Educational Leadership, v. 51, n. 5, p. 69-70, 1994.
HARTUP, W. W. Social relationships and their developmental significance. American Psychologist, n. 44, p. 120-126, 1989.
HIRSCHFELD, L. A. and GELMAN, S. A. Toward a topography of mind: An introduction to domain specificity. In: L. A. HIRSCHFELD and S. A. GELMAN (Eds.), Mapping the mind: Domain specificity in cognition and culture. Cambridge: Cambridge University Press, p. 3-35, 1994.
KESSEN, W. The child and other cultural inventions. In: F. S. KESSEL and A. W. SIEGEL (Eds.), The child and other cultural inventions New York: Praeger, p. 26-39, 1983.
LAVE, J., and WENGER, E. Situated learning: Legitimate peripheral participation. Cambridge University Press, 1991.
LEE, P. A. To dance one's understanding. Educational Leadership, v. 51, n. 5, p. 81-83, 1994.
McCLELLAND, D. C. Testing for competence rather than for "intelligence." American Psychologist, n. 28, p. 1-14, 1973.
McDERMOTT, R. and VARENNE, H. Culture as disability. Anthropology and Education Quarterly, n. 26, p. 324-348, 1985.
McKEOUGH, A. Neo-piagetian theory goes to school: program development and program delivery. Exceptionality Education Canada,v.1,n. 4, p. 1-17, 1991.
MERTZ, E. and PARMENTIER, R. J. (Eds.). Semiotic mediation: Sociocultural and psychological perspectives. Orlando, FL: Academic Press, 1985.
NELSON, J. R. Can children design curriculum? Educational Leadership,v.51 n. 5, p. 69-70, 1994.
OGDEN, C. K. and RICHARDS, I. A. The meaning of meaning, 8. ed. New York: Hartcourt, Brace and World, 1946.
PERKINS, D. and BLYTHE, T. Putting understanding up front. Educational Leadership, v. 51, n. 5, p. 4-7, 1994.
PHILLIPS, D. C., and KELLY, M. E. (1975). Hierarchical theories of development in education and psychology. Harvard Educational Review, n. 45, p. 351-375, 1975.
PLOMIN, R.; CHIPUER, H. M. and NEIDERHISER, J. M. Behavioral genetic evidence for the importance of nonshared environment. In: E. M. HET, 1994.
ERINGTON, D.; REISS and R. PLOMIN (Eds.), Separate social worlds of siblings: the impact of nonshared environment on development. Hillsdale, NJ: Erlbaum, p. 1-31.
ROGOFF, B. Introduction: thinking and learning in social context. Cambridge, MA: Harvard University Press, p. 1-8, 1984.
______. Apprenticeship in thinking: cognitive development in social context. New York: Oxford University Press, 1990.
ROSCHELLE, J.; CLANCEY, W. J. Learning as social and neural. Educational Psychologist, n. 27, p. 435-453, 1992.
ROSENFIELD, I. The invention of memory: a new view of the brain. New York: Basic, 1988.
SACKS, O. Making up the mind. New York Review of Books, p.42-49,1993, Apr. 8.
SANTAMBROGIO, M. and VIOLI, P. Introduction. In: ECO, U.; SANTAM-BROGIO, M. and VIOLI P. (Eds.) Meaning and mental representations. Bloomington: Indiana University Press, p. 3-22, 1988.
SCARR, S. Developmental theories for the 1990s: development and individual differences. Child Development, n. 63, p. 1-19, 1992.
SCHNEIDER, W. and WEINERT, F. E. Universal trends and individual differences in memory development. In: RIBAUPIERRE, A. de (Ed.). Transition mechanisms in child development: the longitudinal perspective. Cambridge: Cambridge University Press, p. 68-106, 1989.
SCRIBNER, S. Vigotsky's uses of history. In: WERTSCH, J. V. (Ed.), Culture, communication, and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press, p. 119-145, 1985.
SHOTTER, J. The cultural context of communication studies: theoretical and methodological issues. In: LOCK, A. (Ed.). Action, gesture and symbol:the emergence of language. London: Academic Press, p. 43-78, 1978.
SHWEDER, R. A. MAHAPATRA, M. and MILLER, J. G. Culture and moral development. In: STIGLER, J. W.; SHWEDER, R. A. and G. HERDT (Eds.). Cultural psychology: essays on comparative human development. Cambridge: Cambridge University Press, p. 130-204, 1990.
SIEGEL, M. More than words: the generative power of transmediation for learning. Canadian Journal of Education, n. 20, p. 455-475, 1995.
SIEGLER (Ed.), Children's thinking: What develops? Hillsdale, N J: Erlbaum.p. 73-96.
SINNOTT, J. D. Yes, it's worth the trouble! Unique contributions form everyday cognitive studies. In: PUCKETT, J. M. and REESE, H. W. (Eds.). Mechanisms of everyday cognition Hillsdale, NJ: Erlbaum, p. 73-94, 1993.
SMITH, H. A. Semiotics ad modern schooling. In: BALAT, M. and DELEDALLE-RHODES, J. (Eds.). Signs of humanity Berlin: Mouton de Gruyter, v. 1, p. 121-126, 1992.
SMITH, H. A. Cultural psychology and semiotics: confronting meaning in educational practice. Canadian Journal of Education, n. 20, p. 407-414, 1995.
SYLWESTER, R. A celebration of neurons: an educator's guide to the human brain. Alexandria, VA: Association for Supervision and Curriculum Development, 1995.
VYGOTSKY, L. Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978.
WHITE, R. W. Motivation reconsidered: the concept of competence. Psychological Review, n. 66, p. 297-333, 1959.
WISKE, M. S. How teaching for understanding changes the rules in the classroom. Educational Leadership, v. 51, n. 5, p. 19-21, 1994.

*

Este artigo se baseia em um trabalho apresentado no encontro da American Educational Research Association, em Nova York, EUA, em abril de 1996.

Datas de Publicação

Publicação nesta coleção
06 Mar 2015
Data do Fascículo
Dez 1998

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] BARTLETT, F.C. Remembering: A Study in Experimental and Social Psychology. Cambridge: Cambridge University Press, 1932.

[2] BARTON, S. Chaos, self-organization, and psychology. American Psychologist,n. 49, p. 514, 1994.

[3] BRAINERD, C. J. The stage question in cognitive-developmental theory. Behavioral and Brain Sciences,n.2,p.173-213, 1978.

[4] BRONFENBRENNER, U. and CECI, S.J. Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review,n. 101, p. 568-586, 1994.

[5] BROWN, J. S.; COLLINS, A.; DUGUID, P. Situated cognition and the culture of learning. Educational Researcher, v. 18, n. 1, p. 32-42, 1989.

[6] BRUNER, J. The course of cognitive growth. American Psychologist, n.19, p. 115, 1964.

[7] ______. Actual minds, possible worlds Cambridge. MA: Harvard University Press, 1986.

[8] ______. Acts of meaning. Cambridge, MA: Harvard University Press, 1990.

[9] ______. and SHERWOOD, V. Thought, language and interaction in infancy. In: J. P. FORGAS (Ed.), Social cognition: Perspectives on everyday understanding. London: Academic Press, p. 27-52, 1981.

[10] BUCHLER, J. Philosophical writings of Pierce. New York: Dover, 1955.

[11] CHI, M. T. H. Knowledge structures and memory development, 1978.

[12] CLARKE, A. M., and CLARKE, A. D. B. The later cognitive effects of early intervention. Intelligence, n. 13, p. 289-197, 1989.

[13] COLE, M. Cognitive development and formal schooling: the evidence from crosscultural research. In: L. C. MOLL (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press. p. 89-110, 1990.

[14] COSMIDES, L. and TOOBY, J. Origins of domain specificity: the evolution of functional organization In: L. A. HIRSCHFELD and S. A. GELMAN (Eds.), Mapping the mind: Domain specificity in cognition and culture. Cambridge: Cambridge University Press, p. 85-116, 1994.

[15] DAWKINS, R. The extended phenotype. San Francisco: W. H. Freeman, 1982.

[16] DONALDSON, M. The mismatch between school and children's minds. Human Nature n. 2, p.60-67,1979.

[17] DUNN, J. and McGUIRE, S. Young children's nonshared experiences: A summary of studies in Cambridge and Colorado. In: E. M. HETHERINGTON, D.; REISS, and R. PLOMIN (Eds.), Separate social worlds of siblings: the impact of nonshared environment on development. Hillsdale, N J: Erlbaum, p. 111128, 1994.

[18] EDELMAN, G. M. Neutral Darwinism: The theory of neuronal group selection. New York: Basic Books, 1987.

[19] ______. Bright air, brilliant fire: On the matter of the mind. New York: Basic Books, 1992.

[20] FARR, R. The social origins of the human mind: a Historical note: In: J. P. FOR-GAS (Ed.), Social cognition: Perspectives on everyday understanding. London: Academic Press, p. 247-258, 1981.

[21] GARDNER, H. Frames of Mind: The theory of multiple intelligences. New York: Basic, 1983

[22] ______. The unschooled mind: How children think and how schools should teach. New York: BasicBooks, 1991.

[23] ______. Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, n. 77, p. 200-209, 1995.

[24] ______. Are there additional intelligences? The case for naturalists, spiritual and existential intelligences. In: J. KANE (Ed.), Education, information, and transformation: Essays on learning and thinking. Upper Saddle River, N J: Prentice-Hall, p. 111-132, 1999.

[25] GARDNER, H. and WOLF, D. Waves and streams of symbolization: notes on the development of symbolic capacities in young children. In: D. ROGERS and J. A. SLOBODA (Eds.), The acquisition of symbolic skills. New York: Plenum Press, p. 19-42, 1983.

[26] GRANOTT, N. and GARDNER, H. When minds meet: interactions, coincidence, and development in domains of ability. In: R. J. STENBERG e R. K. WAG-NER (Eds.), Mind in Context: Interactions perspectives on human intelligence. Cambridge: Cambridge University Press, p. 171-201, 1994.

[27] GRISS, S.Creative movement: a language for learning. Educational Leadership,v. 51, n. 5, p. 78-80, 1994.

[28] HAAS, N. M. and LoPRESTO, S. Panel assessments. Unlocking math exams. Educational Leadership, v. 51, n. 5, p. 69-70, 1994.

[29] HARTUP, W. W. Social relationships and their developmental significance. American Psychologist, n. 44, p. 120-126, 1989.

[30] HIRSCHFELD, L. A. and GELMAN, S. A. Toward a topography of mind: An introduction to domain specificity. In: L. A. HIRSCHFELD and S. A. GELMAN (Eds.), Mapping the mind: Domain specificity in cognition and culture. Cambridge: Cambridge University Press, p. 3-35, 1994.

[31] KESSEN, W. The child and other cultural inventions. In: F. S. KESSEL and A. W. SIEGEL (Eds.), The child and other cultural inventions New York: Praeger, p. 26-39, 1983.

[32] LAVE, J., and WENGER, E. Situated learning: Legitimate peripheral participation. Cambridge University Press, 1991.

[33] LEE, P. A. To dance one's understanding. Educational Leadership, v. 51, n. 5, p. 81-83, 1994.

[34] McCLELLAND, D. C. Testing for competence rather than for "intelligence." American Psychologist, n. 28, p. 1-14, 1973.

[35] McDERMOTT, R. and VARENNE, H. Culture as disability. Anthropology and Education Quarterly, n. 26, p. 324-348, 1985.

[36] McKEOUGH, A. Neo-piagetian theory goes to school: program development and program delivery. Exceptionality Education Canada,v.1,n. 4, p. 1-17, 1991.

[37] MERTZ, E. and PARMENTIER, R. J. (Eds.). Semiotic mediation: Sociocultural and psychological perspectives. Orlando, FL: Academic Press, 1985.

[38] NELSON, J. R. Can children design curriculum? Educational Leadership,v.51 n. 5, p. 69-70, 1994.

[39] OGDEN, C. K. and RICHARDS, I. A. The meaning of meaning, 8. ed. New York: Hartcourt, Brace and World, 1946.

[40] PERKINS, D. and BLYTHE, T. Putting understanding up front. Educational Leadership, v. 51, n. 5, p. 4-7, 1994.

[41] PHILLIPS, D. C., and KELLY, M. E. (1975). Hierarchical theories of development in education and psychology. Harvard Educational Review, n. 45, p. 351-375, 1975.

[42] PLOMIN, R.; CHIPUER, H. M. and NEIDERHISER, J. M. Behavioral genetic evidence for the importance of nonshared environment. In: E. M. HET, 1994.

[43] ERINGTON, D.; REISS and R. PLOMIN (Eds.), Separate social worlds of siblings: the impact of nonshared environment on development. Hillsdale, NJ: Erlbaum, p. 1-31.

[44] ROGOFF, B. Introduction: thinking and learning in social context. Cambridge, MA: Harvard University Press, p. 1-8, 1984.

[45] ______. Apprenticeship in thinking: cognitive development in social context. New York: Oxford University Press, 1990.

[46] ROSCHELLE, J.; CLANCEY, W. J. Learning as social and neural. Educational Psychologist, n. 27, p. 435-453, 1992.

[47] ROSENFIELD, I. The invention of memory: a new view of the brain. New York: Basic, 1988.

[48] SACKS, O. Making up the mind. New York Review of Books, p.42-49,1993, Apr. 8.

[49] SANTAMBROGIO, M. and VIOLI, P. Introduction. In: ECO, U.; SANTAM-BROGIO, M. and VIOLI P. (Eds.) Meaning and mental representations. Bloomington: Indiana University Press, p. 3-22, 1988.

[50] SCARR, S. Developmental theories for the 1990s: development and individual differences. Child Development, n. 63, p. 1-19, 1992.

[51] SCHNEIDER, W. and WEINERT, F. E. Universal trends and individual differences in memory development. In: RIBAUPIERRE, A. de (Ed.). Transition mechanisms in child development: the longitudinal perspective. Cambridge: Cambridge University Press, p. 68-106, 1989.

[52] SCRIBNER, S. Vigotsky's uses of history. In: WERTSCH, J. V. (Ed.), Culture, communication, and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press, p. 119-145, 1985.

[53] SHOTTER, J. The cultural context of communication studies: theoretical and methodological issues. In: LOCK, A. (Ed.). Action, gesture and symbol:the emergence of language. London: Academic Press, p. 43-78, 1978.

[54] SHWEDER, R. A. MAHAPATRA, M. and MILLER, J. G. Culture and moral development. In: STIGLER, J. W.; SHWEDER, R. A. and G. HERDT (Eds.). Cultural psychology: essays on comparative human development. Cambridge: Cambridge University Press, p. 130-204, 1990.

[55] SIEGEL, M. More than words: the generative power of transmediation for learning. Canadian Journal of Education, n. 20, p. 455-475, 1995.

[56] SIEGLER (Ed.), Children's thinking: What develops? Hillsdale, N J: Erlbaum.p. 73-96.

[57] SINNOTT, J. D. Yes, it's worth the trouble! Unique contributions form everyday cognitive studies. In: PUCKETT, J. M. and REESE, H. W. (Eds.). Mechanisms of everyday cognition Hillsdale, NJ: Erlbaum, p. 73-94, 1993.

[58] SMITH, H. A. Semiotics ad modern schooling. In: BALAT, M. and DELEDALLE-RHODES, J. (Eds.). Signs of humanity Berlin: Mouton de Gruyter, v. 1, p. 121-126, 1992.

[59] SMITH, H. A. Cultural psychology and semiotics: confronting meaning in educational practice. Canadian Journal of Education, n. 20, p. 407-414, 1995.

[60] SYLWESTER, R. A celebration of neurons: an educator's guide to the human brain. Alexandria, VA: Association for Supervision and Curriculum Development, 1995.

[61] VYGOTSKY, L. Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978.

[62] WHITE, R. W. Motivation reconsidered: the concept of competence. Psychological Review, n. 66, p. 297-333, 1959.

[63] WISKE, M. S. How teaching for understanding changes the rules in the classroom. Educational Leadership, v. 51, n. 5, p. 19-21, 1994.

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Da homogeneidade biológica à heterogeneidade cultural: o papel da construção de significados no desenvolvimento humano

Resumo

Datas de Publicação