SciELO - Scientific Electronic Library Online

 
vol.13 issue2A theorectical-methodological perspective for the analysis of humam development and the research processThe sociocultural and historical context of developmental studies author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Psicologia: Reflexão e Crítica

Print version ISSN 0102-7972

Abstract

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 0102-7972.  http://dx.doi.org/10.1590/S0102-79722000000200009.

The paper presents a case study about the relationship between children’s social interactions and children’s 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 adult’s 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 adult’s interventions. Piaget’s 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; children’s social interaction; learning in small groups.

        · abstract in Portuguese     · text in Portuguese     · pdf in Portuguese