Psicologia: Reflexão e Crítica
On-line version ISSN 1678-7153
MORO, Maria Lucia Faria. A epistemologia genética e a interação social de crianças. Psicol. Reflex. Crit. [online]. 2000, vol.13, n.2, pp. 295-310. ISSN 1678-7153. http://dx.doi.org/10.1590/S0102-79722000000200009.
The paper presents a case study about the relationship between childrens social interactions and childrens cognitive constructions of addition/subtraction according to propositions of the genetic epistemology. Results come from a microgenetic qualitative analysis of the complete sequence of videotaped events concerning the interrelationship among: a) cognitive strategies expressed by three boys when solving together learning tasks about addition/subtraction; b) those strategies with adults interventions. Subjects were three boys (aged 7,4; 8,6; and 9,1) who attended the first grade of a public Elementary School. Results partially support the proposed hypotheses of a complex cyclical model of interrelationship among partners productions and with adults interventions. Piagets equilibration model explains the complexity of the discussed social interactions, in their necessary, but not sufficient relationship, with the individual cognitive constructions.
Keywords : Equilibration process; childrens social interaction; learning in small groups.