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Programa de Pós-Graduação em Ensino de Ciências, Instituto de Ciências Exatas e Biológicas, Universidade Federal de Ouro Preto. / Submitted by Lucas Almeida (secretaria@mpec.ufop.br) on 2016-04-11T16:27:15Z No. of bitstreams: 3 license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) DISSERTAÇÃO_CaloriasAlimentosAbordagem.pdf: 1462127 bytes, checksum: 6f273568d2ef2fc779374cd52a38abf1 (MD5) PRODUTO_CaloriasAlimentosAbordagem.pdf: 953300 bytes, checksum: f6f50cb67a0414ab44a14c9f2ecc58fe (MD5) / Approved for entry into archive by Gracilene Carvalho (gracilene@sisbin.ufop.br) on 2016-04-11T17:04:36Z (GMT) No. of bitstreams: 3 license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) DISSERTAÇÃO_CaloriasAlimentosAbordagem.pdf: 1462127 bytes, checksum: 6f273568d2ef2fc779374cd52a38abf1 (MD5) PRODUTO_CaloriasAlimentosAbordagem.pdf: 953300 bytes, checksum: f6f50cb67a0414ab44a14c9f2ecc58fe (MD5) / Made available in DSpace on 2016-04-11T17:05:08Z (GMT). No. of bitstreams: 3 license_rdf: 21267 bytes, checksum: 73e23c2acaaf13389e092bd813e3223d (MD5) DISSERTAÇÃO_CaloriasAlimentosAbordagem.pdf: 1462127 bytes, checksum: 6f273568d2ef2fc779374cd52a38abf1 (MD5) PRODUTO_CaloriasAlimentosAbordagem.pdf: 953300 bytes, checksum: f6f50cb67a0414ab44a14c9f2ecc58fe (MD5) Previous issue date: 2016 / O principal objetivo desse trabalho foi relacionar alguns conceitos estudados em termoquímica como energia, calor, temperatura e caloria com o valor energético dos alimentos. A partir dos alimentos o ser humano encontra nutrientes como fonte de energia para a realização das diversas funções orgânicas. A energia de uma forma geral é de fundamental importância para a evolução tecnológica de um país, que busca incessantemente condições de fornecê-la para o desenvolvimento social da população. Nesta pesquisa o tipo de energia analisada vem dos alimentos, sendo de igual modo importante, pois cada dia mais as pessoas têm se preocupado com a saúde e a obesidade. Para melhor entendimento desse conteúdo e aproximação ao cotidiano dos estudantes, foi desenvolvida uma sequência didática associando aula dialógica expositiva, atividade experimental e atividade lúdica. A aplicação da aula dialógica expositiva possibilitou a participação ativa dos estudantes. A partir dessa troca de informações, foi desenvolvida uma atividade experimental com o uso de um calorímetro alternativo, para compreensão das trocas de calor na queima do alimento. Foi realizada uma atividade lúdica com a participação do professor e dos estudantes, permitindo a interação e a colaboração entre os participantes mais capazes. Essa atividade foi realizada de forma cooperativa entre dois ou mais indivíduos, estratégia que proporciona a oportunidade para a imitação e aprendizagem de acordo com a zona proximal de Vygotsky, possibilitando o processo de construção do conhecimento. A partir do uso de atividades lúdicas foi observado o desenvolvimento cognitivo dos estudantes. Essa ação além de prazerosa e divertida teve um papel importante na assimilação dos conceitos de ciências investigados. _______________________________________________________________________________________ / ABSTRACT: The major purpose of this work was relate some studied concepts at thermochemical such as energy, heat, temperature and calorie with the energy value of the foods. From the food, the human encounters nutrients as a source of energy for carrying out the various organic functions. The energy, in general, is of fundamental importance for the technological evolution of a country, which seeking constantly conditions to provide it for the social development of the population. In this research, the type of energy analyzed come from the food, it equally important, because every day more people are worried about your health and obesity. For better understanding of this content and approach to the daily life of the students, a didactic sequence was developed associating expository dialogic class, experimental activity and ludic activity. The application of expository dialogical class enabled the active participation of the students. From this exchange of information, an experimental activity with the use of an alternative calorimeter was developed for understanding the exchange of heat in the burning of the food. A ludic activity with the participation of teachers and students was held, allowing interaction and collaboration between the most able participants. This activity was carried out cooperatively between two or more individuals, a strategy that provides the opportunity for imitation and learning according to the proximal zone of Vygotsky, enabling the knowledge construction process. From the use of ludic activities, cognitive development of students was observed. This action beyond pleasant and entertaining played an important role in the assimilation of the concepts of science investigated.

Throughout childhood, children experience the social semiotic of music in a variety of ways. As they sing, dance, move, and play, they enjoy making and listening to music. Childhood is also a time of immense change. During their early years, children grow and develop at a faster rate than at any other time in their lives, displaying an intense proliferation of ways of knowing about the world. As part of the industrious activity that accompanies this explosion of knowledge, children sing many songs. It is through sensitive investigation of these songs that we can begin to understand what children know about music, and the place that it is afforded in the social milieux within which they participate. Children???s songs have been the focus of investigation for a number of years, with a range of studies reporting on the manner in which they reflect musical development. Several researchers have reported on children???s songs from a developmental perspective, while others have focussed on the social and functional contexts of the songs. These various approaches have established some basic principles concerning the development of children???s musical skills and knowledge. It is accepted that as children mature, they are likely to exhibit changes in their musical understanding and abilities. However, the diverse range of inquiries that have been undertaken, although rigorous, have resulted in fragmented and irresolute information about the manner in which these changes take place. Research into all areas of children???s development has recently undergone a paradigm shift, with current views focussing on the agency of children and their development within a social context. Such perspectives view the acquisition of knowledge as a dynamic process that occurs as children interact with others, and therefore place great importance on a range of environments in which this knowledge gain takes place. This thesis reports on a 3-year longitudinal study of eight preschool-aged children who were attending a long day care centre in Sydney. Regular video-recordings were made of the children???s spontaneous singing during free play, with each child recorded approximately once per month. Camera tapes were examined and all examples of the participants??? singing were transferred to VHS tapes for transcription and analysis. The resulting 443 songs were transcribed using Western notation, and each play episode and associated song then coded for musical aspects such as song type, melodic range and level of temporal organisation, as well as social aspects such as song function and social roles taken on by the children. The notion of social role was informed by Vygotsky???s Zone of Proximal Development. In addition to base data such as the child???s name and the date of the observation, the resultant dataset was transferred to a qualitative software package (NUD???IST) for subsequent analysis and interpretation. Results of the study indicate that the children used songs for specific purposes, and that patterns of musical development were distinctly different for each child. While interacting with their playmates, the children used both explicit and implicit tools to acquire and transmit musical signs. During this process, the status of knowledgeable other was often conferred on a playmate by a less knowledgeable member of the group, and was not solely dependent on chronological age. The results exhibit some congruence with prior studies, especially those for which the social context of music-making was an important consideration. The findings expand previous developmentally-based investigations by showing that conceptions based on a unidirectional model of musical development, closely linked to chronological age, need to be refined to consider the diversity of social contexts and generative processes within which children???s musical cultures can be defined. The current study supports a modular conception of musical development allied with recent social reconstructions of childhood. Some substantiation of previously reported Western musical universals was found in the children???s production of a specific form of chant, and their ability to operate within meaningful musical units such as phrases. The thesis includes a discussion of practical and theoretical implications that arise from the findings. Several implications for the classroom are offered. Among the most important are that children???s musical constructions should be utilised as important components of planned teaching and learning experiences, because they are capable of producing sophisticated music if afforded the opportunity to do so. Careful observation of existing musical knowledge and its incorporation in teachers??? programming will facilitate an efficient and appropriate mode of teaching and learning, based on the needs and interests of the children. As the children were able to scaffold each other in the process of transmitting and acquiring musical knowledge, it appears advantageous to group them in mixed ages for at least some part of the week. However, without some intervention on the part of the teacher, it seems that they would likely rely on a fairly restricted collection of scaffolding behaviours. Additional research is recommended to determine the value of a number of strategies that can be used to meet the musical needs of preschool-aged children beyond the current research site. Indeed, the outcomes of the study question the importance of striving for a unidirectional model of musical development, immersed in the veil of teleology, and suggest that further research be undertaken in the area of children???s songs, which acknowledges the social agency of children, and their roles in their own musical cultures.

Throughout childhood, children experience the social semiotic of music in a variety of ways. As they sing, dance, move, and play, they enjoy making and listening to music. Childhood is also a time of immense change. During their early years, children grow and develop at a faster rate than at any other time in their lives, displaying an intense proliferation of ways of knowing about the world. As part of the industrious activity that accompanies this explosion of knowledge, children sing many songs. It is through sensitive investigation of these songs that we can begin to understand what children know about music, and the place that it is afforded in the social milieux within which they participate. Children???s songs have been the focus of investigation for a number of years, with a range of studies reporting on the manner in which they reflect musical development. Several researchers have reported on children???s songs from a developmental perspective, while others have focussed on the social and functional contexts of the songs. These various approaches have established some basic principles concerning the development of children???s musical skills and knowledge. It is accepted that as children mature, they are likely to exhibit changes in their musical understanding and abilities. However, the diverse range of inquiries that have been undertaken, although rigorous, have resulted in fragmented and irresolute information about the manner in which these changes take place. Research into all areas of children???s development has recently undergone a paradigm shift, with current views focussing on the agency of children and their development within a social context. Such perspectives view the acquisition of knowledge as a dynamic process that occurs as children interact with others, and therefore place great importance on a range of environments in which this knowledge gain takes place. This thesis reports on a 3-year longitudinal study of eight preschool-aged children who were attending a long day care centre in Sydney. Regular video-recordings were made of the children???s spontaneous singing during free play, with each child recorded approximately once per month. Camera tapes were examined and all examples of the participants??? singing were transferred to VHS tapes for transcription and analysis. The resulting 443 songs were transcribed using Western notation, and each play episode and associated song then coded for musical aspects such as song type, melodic range and level of temporal organisation, as well as social aspects such as song function and social roles taken on by the children. The notion of social role was informed by Vygotsky???s Zone of Proximal Development. In addition to base data such as the child???s name and the date of the observation, the resultant dataset was transferred to a qualitative software package (NUD???IST) for subsequent analysis and interpretation. Results of the study indicate that the children used songs for specific purposes, and that patterns of musical development were distinctly different for each child. While interacting with their playmates, the children used both explicit and implicit tools to acquire and transmit musical signs. During this process, the status of knowledgeable other was often conferred on a playmate by a less knowledgeable member of the group, and was not solely dependent on chronological age. The results exhibit some congruence with prior studies, especially those for which the social context of music-making was an important consideration. The findings expand previous developmentally-based investigations by showing that conceptions based on a unidirectional model of musical development, closely linked to chronological age, need to be refined to consider the diversity of social contexts and generative processes within which children???s musical cultures can be defined. The current study supports a modular conception of musical development allied with recent social reconstructions of childhood. Some substantiation of previously reported Western musical universals was found in the children???s production of a specific form of chant, and their ability to operate within meaningful musical units such as phrases. The thesis includes a discussion of practical and theoretical implications that arise from the findings. Several implications for the classroom are offered. Among the most important are that children???s musical constructions should be utilised as important components of planned teaching and learning experiences, because they are capable of producing sophisticated music if afforded the opportunity to do so. Careful observation of existing musical knowledge and its incorporation in teachers??? programming will facilitate an efficient and appropriate mode of teaching and learning, based on the needs and interests of the children. As the children were able to scaffold each other in the process of transmitting and acquiring musical knowledge, it appears advantageous to group them in mixed ages for at least some part of the week. However, without some intervention on the part of the teacher, it seems that they would likely rely on a fairly restricted collection of scaffolding behaviours. Additional research is recommended to determine the value of a number of strategies that can be used to meet the musical needs of preschool-aged children beyond the current research site. Indeed, the outcomes of the study question the importance of striving for a unidirectional model of musical development, immersed in the veil of teleology, and suggest that further research be undertaken in the area of children???s songs, which acknowledges the social agency of children, and their roles in their own musical cultures.

Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-08-31Bitstream added on 2014-06-13T19:31:54Z : No. of bitstreams: 1 silva_lf_me_bauru.pdf: 420243 bytes, checksum: 29cbda3b3dc3cc33f439aad2ddab718f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente dissertação buscou investigar e diagnosticar a qualidade da formação docente de licenciandos de um curso de Física por meio de sua atuação como monitores em um centro de ciências. Participaram da pesquisa seis alunos do Curso de Licenciatura em Física da Universidade Federal de Juiz de Fora - UFF - aos quais foram propostas a apresentação, a alunos do ensino fundamental de escolas da região, de duas demonstrações experimentais disponíveis no centro de ciências dessa universidade: 1) Arrepiar cabelos e II) Cama e banco de pregos. Foram investigadas as estratégias didáticas utilizadas pelos licenciandos-monitores e o domínio conceitual dos conteúdos apresentados, utilizando-se material empírico por mieo de anotação das apresentaçõpes das demonstrações experimentais. A análise das apresentações baseou-se no processo de formação de conceitos e na interrelação entre conceitos científicos apresentados pela Teoria Sócio-hiostórica de Vygostsky e nos construtos teóricos, definição de situação, a intersubjetividade e mediação semiótica, sugerido por Werstch (1984) para a melhor compreensão do conceito de Vygotskyano de zona de desenvolvimento imediato. Os resultados mostraram, de um lado, a deficiente formação pedagógica e conceitual dos licenciandos investigados em relação as demonstrações apresentadas e, de outro, a validade da utilização do ambiente de um centro de ciências para diagnosticar e aprimorar a qualidade da formação inicial de licenciados em Física / In this work, we sought to investigate and diagnose the quality of teacher education of undergraduates in courses in Physics, through their role as monitors in a science center. Six students of Physics form the Universidade Federal de Juiz de Fora (UFJF) participated of research, to whom where proposed presentation, to elementary students from area schools, of two experimental demonstrations available at the Science Center of this University: (a) ruffling hairs and (b) bank and bed of nails. Some teaching strategies used by undergraduates-monitors and conceptual domain of content submitted were investigated, using empirical data obtained data obtained by the annotation of presentations of experimental demonstrations. The analysis of the presentations was based on the process of formation of concepts and the interrelationship between scientific conceps presented by Socio-historical Theory of Vygotsky and the theoretical constructs, definition of situation, intersubjectivity and semiotic mediation, suggested by Wertsch (1984) for a better understanding of the concept Vygotskian of the Zone of Proximal Development. The results showed, on the one hand, a defective conceptual and pedagogical training of undergraduates investigated in relation to statements made and, on the other hand, the validity of using the environment of a science center to diagnose and improve the quality of training of undergraduates in Physics

Made available in DSpace on 2014-06-11T19:29:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-01-28Bitstream added on 2014-06-13T20:20:15Z : No. of bitstreams: 1 santana_rf_me_arafcl.pdf: 1280059 bytes, checksum: 3917f040b16325ff31d971c16acba2f7 (MD5) / A dificuldade no ensino da matemática, reiteradamente apontada pelos professores, é evidenciada pelos baixos índices de aprendizagem dos alunos, segundo os dados divulgados pelas avaliações externas que recaem sobre a educação escolar brasileira. Investigar a organização das aulas, para então discutir sobre uma proposição teórica e metodológica para as mesmas, é o objetivo central desta dissertação. Diante do exposto, e por entender que uma correta organização e desenvolvimento dos conceitos pode colaborar para a aprendizagem destes, visamos desenvolver uma proposição metodológica para a aula coerente com o materialismo histórico dialético, a partir de atividade que desenvolva conceitos e esteja fundamentada nas categorias atividade mediada1 e mediação dialética e pedagógica2, as quais serão estudadas no decorrer dos capítulos. A intenção desta investigação é a de colaborar com as discussões atuais sobre o ensino e aprendizagem de matemática em sala de aula, elaborando, a partir das categorias citadas, um corpo teórico que envolva a organização metodológica do conceito, o seu desenvolvimento e a sua avaliação como alternativa metodológica que proporciona aos alunos a elaboração dos conceitos matemáticos por meio da superação / The difficulty in teaching mathematics, repeatedly pointed out by teachers, is evidenced by low levels of students’ learning, according to data released through the ratings that are attributed to Brazilian education. To investigate classes organization and then discuss about a theoretical and methodological proposition for these classes is the fundamental objective of this essay. Considering the above and our belief (that the correct organization and development of concepts can help their learning), we aim to develop a methodological proposition for the math class as an educational activity that develops concepts from the categories mediated activity1 and dialectical and educational mediation2. The intent of this research is to collaborate with the current discussions about teaching and learning mathematics preparing, from the categories mentioned above, a theoretical methodology involving the organization of the concept, its development and its evaluation as a methodological alternative, which provides students with the creation of mathematical concepts by overcoming their difficulties

Adota-se como premissa desta pesquisa aplicada obter indícios do desenvolvimento de habilidades de raciocínio lógico-matemático pela aprendizagem em programação em blocos, mediada pela utilização de tecnologias digitais da informação e comunicação. Para tal, realizaram-se capacitações online, com pessoas de diferentes faixas etárias e escolaridade, via ambiente virtual de aprendizagem (AVA) Moodle, configuradas de modo a fomentar as interações entre os participantes utilizando como base as teorias socioculturais. Outrossim, introduziram-se os princípios da computação e pensamento computacional com foco nas ferramentas Code.org e Scratch, consistindo em um ambiente de educação online com múltiplos desafios divididos em etapas e graus de dificuldade. Os resultados indicaram que a proposta teve o principal resultado esperado (melhoria no raciocínio lógico-matemático) fora alcançado. Além disso, houve a percepção positiva de melhora na resolução de problemas do cotidiano, indicando a proposta como promissora para o ensino-aprendizagem do pensamento computacional e da programação em blocos. / It is adopted as a premise of this applied research to get indications of the development of logical-mathematical reasoning abilities by the learning in programming in blocks, mediated by the use of digital technologies of information and communication. To this end, online trainings were carried out, with people of different age groups and schooling, via virtual learning environment (AVA) Moodle, configured in order to foster interactions among participants based on sociocultural theories. In addition, the principles of computation and computational thinking focused on the Code.org and Scratch tools were introduced, consisting of an online education environment with multiple challenges divided into stages and degrees of difficulty. The results indicated that the proposal had the main expected result (improvement in logical-mathematical reasoning). In addition, there was a positive perception of improvement in the resolution of everyday problems, indicating the proposal as promising for the teaching-learning of computational thinking and block programming.

Made available in DSpace on 2014-06-11T19:26:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-13Bitstream added on 2014-06-13T19:53:54Z : No. of bitstreams: 1 rabatini_vg_me_arafcl.pdf: 523069 bytes, checksum: 37bf69972304695072e774d98fcf417a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa de mestrado teve como objetivo analisar a concepção de cultura em obras selecionadas do psicólogo norte-americano Jerome Bruner e do psicólogo soviético Lev Semenovich Vigotski e as suas implicações para a Educação Escolar. Este trabalho é fruto de uma pesquisa de iniciação científica, que analisou as concepções de escola em autores contemporâneos sob a perspectiva da Teoria da Atividade, comparando-as com as ideias pedagógicas contidas nos trabalhos de Vigotski, Leontiev e Luria. No decorrer dessa pesquisa constatou-se que muitas dessas concepções sobre a escola eram perpassadas pela questão da cultura. Portanto, com o objetivo de um estudo aprofundado, selecionamos autores como Bruner e Vigotski porque ambos desenvolveram uma concepção de cultura que traz várias implicações para a Educação Escolar na atualidade. Para analisar a cultura nas obras de Bruner e Vigotski, procedemos inicialmente a uma primeira leitura exploratória por meio da qual apreendemos de suas obras núcleos teóricos conceituais, sejam eles: universo simbólico, narrativa e comunidade cultural, para o primeiro autor; e natureza social do psiquismo, signos ou instrumentos culturais e função psíquica superior, para o segundo autor. Feito isso, realizamos uma análise comparativa dessa concepção e constatamos que Bruner transita em um veio fenomenológico hermenêutico, afirmando premissas da pós-modernidade e do multiculturalismo; enquanto Vigotski em uma vertente materialista histórico-dialética sustenta a ontologia do ser ligado à sua historicidade e às relações sociais. No que tange a análise dialética singular-particular-universal, concluímos que a concepção de cultura entre os dois autores se distancia. Para Bruner essa concepção é focada na particularidade aparente, já Vigotski, entende que a prática humana, na qual se inclui a produção da cultura,... / The objective of this master’s research was to analyze the concept of culture in selected works of the North American psychologist, Jerome Bruner, and of the Soviet psychologist, Lev Semenovich Vigotski, and the implications for school education. This work is the result of scientific initiation research and is an analysis of the concept of school in the writings of contemporary authors, from the perspective of the activity theory, comparing these concepts with the pedagogical ideas in the work of Vigotski, Leontiev and Luria. During the research, it was found that many of these concepts of school are imbued with the issue of culture. In order to carry out an in-depth study, we selected authors like Bruner and Vigotski, as both developed a concept of culture that has various implications for school education today. To analyze the concept of culture in the work of Bruner and Vigotski, we began with an initial exploratory reading through which we grasped the existence in their work of a theoreticalconceptual unity, as follows: symbolic universe, cultural narrative and community in the case of the first author, and the social nature of psychism, signs or cultural instruments, and superior psychic function, in the case of the second author. That done, we carried out a comparative analysis of this conception and found that Bruner follows a hermeneutic phenomenological vein, affirming the premises of postmodernism and multiculturalism, while Vigotski, from a materialistic, historical-dialectic angle, supports the ontology of being linked to his historicity and social relations. With regard to the singular-particular-universal dialectic analysis, we concluded that the conception of culture is distant when comparing these two authors. For Bruner, the conception is focused on particularity, while for Vigotski, it is human practice, including the production of culture, which always contains the ... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:35:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-09-23Bitstream added on 2014-06-13T20:45:51Z : No. of bitstreams: 1 alves_amp_dr_assis_parcial.pdf: 80389 bytes, checksum: f2431c257fe889c6d94071e6f3d1a8b2 (MD5) Bitstreams deleted on 2015-06-22T12:53:56Z: alves_amp_dr_assis_parcial.pdf,. Added 1 bitstream(s) on 2015-06-22T12:54:49Z : No. of bitstreams: 1 000730070_20150923.pdf: 71349 bytes, checksum: cf912be527563cbedf080f09e12e64aa (MD5) Bitstreams deleted on 2015-09-24T12:18:17Z: 000730070_20150923.pdf,. Added 1 bitstream(s) on 2015-09-24T12:19:00Z : No. of bitstreams: 1 000730070.pdf: 598860 bytes, checksum: e5faf71bebacf48f1b148b6d1e4c46e1 (MD5) / O jogo se configura numa das mais antigas atividades humanas. Repleto de significados foi incorporado na linguagem, na arte, na religião e na cultura em geral. Seus estudiosos se estendem pela Filosofia (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), História (ARIÈS, 1978; CAILLOIS, 1958), Teoria da Comunicação (POSTMAN, 1994), Antropologia (GEERTZ, 1989; MALINOWSKI, 1978) e inevitavelmente pela Educação e Psicologia. Embora nos reportemos com freqüência as demais ciências, nosso trabalho se insere numa tradição psicológica. Buscamos nas teorias do psicólogo russo Lev Vygotsky (1896-1934) e do psicanalista inglês Donald Winnicott (1896-1971) uma alternativa para a compreensão do jogo infantil e seu significado na produção da subjetividade. Partimos da apresentação dos autores e suas respectivas biografias intelectuais, detalhando suas concepções de indivíduo, sujeito e meio (social, ambiental e cultural), para em seguida explorarmos conceitualmente zonas de sentido entre suas teorias. Na direção metodológica encaminhamos a discussão a partir da Epistemologia Qualitativa desenvolvida por Gonzalez Rey, criando zonas de sentido entre as concepções de ambiente e jogo infantil. Diante da morte precoce de Vygotsky e a consequente interrupção das suas pesquisas sobre o jogo, buscamos nas teorias dos seus alunos e colaboradores - principalmente Leontiev e Elkonin - os princípios ontogenéticos do jogo infantil complementares à explanação vigotskiana. Defendemos que uma teoria do jogo infantil deve buscar origens nas relações sociais mais primitivas do indivíduo, bem como no uso mais precoce que este faz dos objetos. Tais relações foram amplamente detalhadas por Winnicott na sua teoria dos fenômenos e objetos transicionais e acreditamos que podem ser relevantes para a compreensão do jogo protagonizado, tal qual desenvolvido por Elkonin e Vygotsky / The game is set in one of the oldest human activities. It was full of meanings embedded in language, art, religion, and culture in general. His scholars extend the Philosophy (WITTGEINSTEIN, 1958; HUIZINGA, 1991; SCHILLER, 1995), History (ARIÈS, 1978; CAILLOIS, 1958), Communication Theory (POSTMAN, 1994), Antropology (GEERTZ, 1989; MALINOWSKI, 1978) and inevitably for Education and Psychology. Although we refer frequently to other sciences, our work is part of a psychological tradition. We seek theories of the Russian psychologist Lev Vygotsky (1896-1934) and the English psychoanalyst Donald Winnicott (1896-1971) an alternative to the understanding of children's play and its significance in the production of subjectivity. We start from the presentation of the authors and their intellectual biographies, detailing their conceptions of individual, subject and the environment (social, environmental and cultural), then to conceptually explore areas of meaning between their theories. Following toward a methodological discussion, we discuss the Qualitative Epistemology developed by Gonzalez-Rey, creating zones of meaning between the concepts of environment and children's game. Given the early death of Vygotsky and the consequent disruption of their research into the game, we turn to the theories of his students and collaborators - mostly Leontiev and Elkonin – with the principles ontogenetic children's game, a complementary explanation to Vygotsky’s theory. We argue that a theory of children's play should seek origins in more primitive social relations of the individual as well as the earlier use of objects that he makes. Such relationships have been widely detailed by Winnicott in his theory of phenomena and transitional objects, and we believe may be relevant to understanding the game played in children, as it was developed by Eldkonin and Vygotsky

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2004. / Bibliogr.: f. [141]-147. Document électronique également accessible en format PDF. CaQCU