Yes / This article challenges the use of cognitive-behavioural psychological models underpinning many of the dominant and popular accounts of emotion in the neurosciences. Acknowledging that neurobiology is important for any understanding of emotion, an alternative model of neuropsychology is sought in the work of theorists of the cultural-historical school, particularly A. N. Leontyev and A. R. Luria. The importance of their work in stressing the key role of intentional social activity, culture, and language in the formation of human neuropsychological functions is developed into a theory of emotions that can provide an alternative for emotion studies. In this theory, activity, culture, history, and individual ontogeny play the defining role in structuring the neurobiological systems that underlie emotions, as opposed to the evolution of behaviours that are hard-wired into the brain and function as automatic responses. Instead, it is understood that there is a continuum between evolution and human social and cultural development.

Youth experiences with digital technologies demonstrate untapped potential for informing school-based learning responsive to adolescent identity and socialization practices (Ito et al., 2008). This study presents the formation of a collaborative model for appropriating youth and digital practices for developing new literacies with high school students in the U.S.-Mexico borderlands (New London Group, 1996). The research incorporates diversity in technology access and participation of predominately Latino students in English classrooms as a resource to engage literacy development across multiple discursive domains and challenge deficit discourses for Latino youth.The participatory approach combines interventionist research, in the cultural historical tradition of expansive learning (Engeström, 1987) with ethnographic methods for informing curricular practice (González, Moll,&Amanti, 2005; Lee, 2007) and new literacies pedagogy stressing collaborative, critical, and multimodal semiosis infused with Freirian praxis (Coiro et al., 2008; Freire, 1999; Lemke, 2003). Research involved co-developing, co-teaching and daily participant observation within the multiple online and offline spaces of a high school writing course, a weekly after school club begun with students from the class and several additional classrooms. A variety of data illustrates tensions and synergies of migrating practices across systems of activity represented by teacher, researcher and student standpoints. The research maps how socio-spatial relationships among academic and youth discourses, modalities, and participants' classroom positions were reconfigured through the use of digital tools joined with pedagogies responsive to adolescents' social and digital practices.An afterschool group's wiki participation extended students' oral and visual literacies into written expression and gave other participants a model of collaborative practice to guide classroom interaction. Engaging familiar and new tools for inquiries based on youth interests and complementary analytical concepts emphasized the primacy of the social and pedagogical aspects of technology. Students' agency in theorizing identity and developing representational spaces (Lefebvre, 1991) emerged as a key mediator for expanding their literacies across personal and academic contexts. In the collaborative process, participants forged new, hybrid genres, audiences and identities for distributing and developing their literacy practices across false dichotomies of home/school and online/offline spaces, and for reconfiguring normative school literacy regimes.

Goal of the thesis is to present main topics of L. S. Vygotsky's cultural-historical theory, especially with respect to the question of nature and character of human being. It's focused on philosophical and scientifical sources of the cultural-historical theory and the development of Vygotsky's thinking during his professional career. It attempts to picture his concept in the context of his life, as well as in the context of ideas and historic events of his era.

The study explores the role and contribution of education in developing a localized and relevant HIV/AIDS prevention strategy through a multi-voiced approach, involving the educational institutions, as well as the traditional leaders, community-members, including parents. The study comprised all public schools in one Zambian province from 2002-2008.  The study explores, among other factors, the role of traditional culture in mitigating and exacerbating the spread of the disease. Zambia was one of the countries hardest hit by the HIV/AIDs epidemic, and one of the few countries in the region that, in 2002, had a clear policy on the role of education in fighting the epidemic. Through the process of developing and implementing a learner-centered interactive HIV/AIDS education program in the province. based upon MOE`s  HIV/AIDS policies and strategies, syllabi, and teachers guides, and at the same time emphasizing the broader community as a point of departure. The qualitative and interpretivist research was conducted within a constructivist grounded theoretical approach. The study applies comprehensive and multilayered perspectives while utilizing a broad range of methods.   Documentary analyses, structured and semi-structured interviews, in depth conversations with traditional and educational leaders, teachers, parents and pupils, were all carried out during the period of the study. Nvivo, a computer-supported data analysis tool was used to support the process of categorizing the qualitative data and the study applied Cultural- and Historical Activity Theory for analytic purposes. The study revealed the mismatch between the decentralized, national HIV/AIDS prevention education approach, as stated in the policy documents and the global UNAIDS, centralized and cross-sectoral strategies favored by the Zambian government. The uncoordinated efforts did not reach  the grassroots level, where professionals, at district and school level, perceived and applied policies in highly different ways, if at all reaching students and the communities. The main categories of drivers of the epidemic were of socio-cultural and economic character, e.g. polygamy, sexual cleansing, local healing, gender inequality and poverty,  sexual violence, multiple concurrent sexual partners and prostitution, but there were also variety of local drivers, depending upon context. When analyzing the participatory approaches of the HIV/AIDS prevention strategy, predominantly, at the school-community level, the findings revealed that the traditional leaders, being legitimate leaders in their kingdoms, and the custodians of culture and traditions, were found to be gate openers to promote behavioral change and cultural transformation in their villages. The traditional leaders worked hand in hand with the schools and the villagers. Their involvement legitimated that discourses and HIV/AIDS prevention actions were taken at school as well as within their own chiefdom. Utilizing their traditional leadership structures, the chiefs sustained their cultural rites, e.g. cleansing, in order to chase away the evil spirits, by turning the rites into practices that do no put people at risk for contracting HIV. Particularly at the global and state level, culture has been seen as drivers of the epidemic. The study revealed that the traditional leaders used their role as significant others, became gate-openers, using their legitimate role as custodians of culture to transform cultural rites and practices.

Esta tese procura identificar o conceito de cérebro na obra de Vigotski, analisando como este conceito relaciona-se com os fundamentos da psicologia histórico-cultural. A partir disso, discute possíveis implicações desse conceito para a educação, face a um cenário educacional onde as relações entre neurociência e educação recebem atenção crescente de ambos os campos. Trata-se de um trabalho teórico, baseado na produção teórica de Vigotski realizada no período de 1924 a 1934, ano de sua morte. Entre as dezenas de obras conhecidas do psicólogo bielorrusso, foram selecionados e analisados vinte textos nos quais o tema cérebro é abordado de forma mais particularizada. A partir dessa análise, pôde-se concluir que as teorias de Vigotski sobre o cérebro estão intrinsecamente relacionadas com os fundamentos da psicologia histórico-cultural. A abordagem vigotskiana do cérebro se deu de forma densa e inovadora, considerando o que se conhece atualmente a partir das descobertas da neurociência. Entre estas ideias, pode-se destacar a constituição da consciência a partir da internalização da experiência social, o funcionamento cerebral através de sistemas funcionais em oposição à visão localizacionista, os sinais como conexões extra-cerebrais de origem cultural e a defesa do monismo psicofísico, entre outros, caracterizando uma abordagem materialista da psique que entende o cérebro como a base material da consciência. Destaca-se a importância de considerar como parte da fundamentação da obra vigotskiana sua concepção sobre o humano enquanto organismo, o que não implica necessariamente em uma visão reducionista pelo contrário, a fundamentação filosófica materialista e marxista de Vigotski o exige. No que se refere à educação, debate-se a importância de reconhecer que a relação com a neurociência não deve servir como uma roupagem atual para a medicalização e patologização das relações escolares, ousando-se propor que, se alguma contribuição pode ser feita pela neurociência à educação, que seja a favor da defesa da potencialidade para o aprendizado de todos os alunos e alunas. / This thesis covers the concept of brain in the work of Vygotsky, analyzing how this concept relates to the foundations of cultural-historical psychology. It also discusses the possible educational implications of this approach, taking into account an educational setting where relationships between neuroscience and education receive increased attention from both camps. It is a theoretical work, based on Vygotsky\'s production in the period 1924 to 1934, the year of his death. Among the dozens of known works of the Belarusian psychologist, were selected and analyzed twenty texts in which the brain is the topic addressed in a more particularized. From this analysis, we concluded that Vygotsky\'s theories on the brain are deeply related to the foundations of cultural-historical psychology. His approach to the brain occurred in a dense and innovative, even considering what is currently known from the discoveries of neuroscience. Among these ideas, we can highlight the creation of consciousness from the internalization of social experience, brain function through functional systems as opposed to localizing view, the signals as extra-cerebral connections of cultural and defense of psychophysical monism, among other, featuring a materialist approach that understands the psyche of the brain as the material basis of consciousness. We emphasize the importance of considering as part of the grounds of its design work on the Vygotskyan as human body, which does not necessarily imply a reductionist view - on the contrary, the philosophical foundation of Marxist materialism and Vygotsky demands. In relation to education, debate the importance of recognizing that the relationship with neuroscience should not serve as a guise for the current medicalization and pathologizing school, daring to propose that if a contribution can be made by neuroscience to education, that is in favor of the defense capability for the learning of all pupils and students.

The current study is focussed on teachers' beliefs in inclusion and dyslexia and how these are linked to their professional practice when working with dyslexic learners in their primary classrooms in two cultural contexts; in Cyprus and in North West England. The study is guided by the theoretical framework of Cultural Historical Activity Theory (CHAT) which was used as the descriptive and analytical tool to explore teachers' personal interpretations and inclusive practice. A qualitative research design is used and includes semi-structured interviews, classroom observations and follow-up discussions with ten teachers in total, five Greek-Cypriot and five British teachers. The findings indicate that the teachers presented both similarities and differences on the way the concepts of inclusion and dyslexia are perceived and understood. For example, teachers interpret 'inclusion' as a shared objective to work collectively towards, making reference to shared values such as 'human rights' and 'equal participation'. One difference identified in some of the Cypriot teachers was that that they appeared more critical about teaching disabled students (e.g. students with more complex needs) in relation to their counterparts. In terms of dyslexia, most of the Cypriot and British teachers conceptualised it as a disorder with a biological basis but, at the same time, they refer to the mediating role played by the environment in contributing further to students' difficulties with literacy. Teachers who engage in practices in their classrooms in order to be more inclusive were identified as those who propose innovation in their activities. On the other hand, there are teachers who seem less inclusive, by creating learning opportunities which are not sufficiently made available for everyone and can allow dyslexic students to access the curriculum. The study enriches the international literature on teachers' beliefs and how they are can influence teachers' professional practice. Cultural Historical Activity Theory, contributed into understanding the factors that can influence teachers' practice for inclusion and their between interactive relationship in an activity system. This is an important area of investigation since changing teachers' beliefs about students' ability can reflect changes in their professional practice.

Made available in DSpace on 2016-07-27T14:20:39Z (GMT). No. of bitstreams: 1 Leila Pereira dos Santos.pdf: 2472080 bytes, checksum: e6d5b0461d5da569ced8b35f792d403a (MD5) Previous issue date: 2014-10-17 / This study is about family and the development of a child with a diagnosis of learning disability. We worked primarily with cultural historical theory of human development, with the aim of identifying how conceptions about the difficulty of the families of the children interfere with their learning processes and development, drawing on artistic activities as a methodology for the construction of information analyzed based on qualitative epistemology and sense category of cultural-historical theory trying to understand, following the sense and meaning of the words that were appearing during the meetings, the conceptions of the families about their children s learning disabilities. Two families participated in the survey. The first (X) consisting of grandmother and granddaughter and the second (Y) mother and daughter. The grandmother who is responsibles for her granddaugther, participated with pleasure of most meetings and her verbalizations made it clear that she understood the importance of support and affection in the learning and development process of her granddaughter. The second family, mother and daughter, attended all the meetings, and the teenager just watched and wove some comments, refusing to participate in activities. Her mother participated and demonstrated motivation in performing all artistic activities proposed, but little verbalized it clear in her speech, the fear about her daughter s future, perhaps because she doesn t believe in her daugther s learning opportunities and developing greater autonomy. We conclude that the development of children diagnosed with learning difficulty maintaining relationships with the views of families and the emotional support they offer to them, which was observed in the first family, and her grandmother recognizes as the granddaughter improved when she began to supports it and that if parents give more attention to it would be better. The second family, the girl is still very difficult, especially relational, being very shy. The mother can not give the support she needs, she herself needing help to strengthen by the losses suffered. / O presente estudo é sobre a família e o desenvolvimento da criança com diagnóstico de dificuldade de aprendizagem. Trabalhou-se fundamentalmente com a teoria histórico cultural do desenvolvimento humano, com o objetivo de identificar como as concepções das famílias sobre a dificuldade dos filhos interferem nos seus processos de aprendizagem e desenvolvimento, valendo-se de atividades artísticas como metodologia para a construção das informações analisadas com base na epistemologia qualitativa e na categoria sentido da teoria histórico-cultural buscando entender, a partir do sentido e do significado das palavras que fluíram no decorrer dos encontros, as concepções das famílias sobre as dificuldades de aprendizagem de seus filhos. Participaram da pesquisa duas famílias. A primeira(X) constituída de avó e neta e a segunda(Y) mãe e filha. A avó responsável pela criança participou com prazer de grande parte dos encontros e suas verbalizações deixaram claro que compreendia a importância do apoio e afetividade no processo de aprendizagem e desenvolvimento de sua neta. A segunda família, mãe e filha, participou de todos os encontros, sendo que a adolescente apenas observava e tecia alguns comentários, se negando a participar das atividades. Sua mãe participou e demonstrou motivação na realização de todas as atividades artísticas propostas, mas verbalizou pouco deixando claro em sua fala, o medo que tem do futuro da filha, talvez por não acreditar em suas possibilidades de aprendizagem e desenvolvimento de maior autonomia. Concluímos que o desenvolvimento dos filhos com diagnóstico de dificuldade de aprendizagem mantém relações com as concepções das famílias e o apoio afetivo que elas oferecem a eles, o que foi observado na primeira família, e que a avó reconhece como a neta melhorou quando ela passou a apoia-la e que se os pais dessem maior atenção a ela estaria bem melhor. Quanto à segunda família, a menina ainda apresenta muita dificuldade, principalmente relacional, mostrando-se muito tímida. A mãe não consegue dar o apoio que ela necessita, precisando ela mesma de ajuda para se fortalecer, mediante as perdas que sofreu.

In Developmental Work Research and its Change Laboratory methodology, development is understood as being when a group of people collaboratively change their material object. This study argues that this understanding ignores personal zones of proximal development and personal history as a beginning, and functional concepts as an outcome. Perceiving the subject of an activity as a homogenous group, I claim, is tantamount to an assimilation model of integration. Integration models that aim at homogenization rely on abstract concepts of others and require retooling in order to be more empathetic and expansive. Switzerland in 1998 adopted an acculturation model of assimilation that was thought to be the only possible solution for the maintenance of national unity. The model has been referred to as a national capitalistic ‘steamroller’ based on homogenization and exclusion. Under this perspective, migrant and refugee parents are categorised by mainstream educators as desisting from their children’s formal education, and national parents represent the perfect model. The empirical work was carried out within a home-school project in a French-speaking canton in Switzerland. The project was designed by a group of special education teachers. The study explores the potential of Developmental Work Research and Change Laboratory methodology, as developed by Engeström (1987), to produce radical and sustained organisational change in a social context. Through the inclusion of an analysis of subject positioning, the findings show that Change Laboratory offers a solid background for retooling new concepts of immigrant people to one that is more empathetic and expansive. The conflicts that ensued within the Change Laboratory sessions opened a developmental zone in which the concepts of being a national or a foreigner were reconstructed. The study suggests ways of improving Change Laboratory methodology for better understanding of subject positioning.

Os jogos digitais são uma consequência do avanço das tecnologias da informação e comunicação, da expansão da virtualidade como espaço de relações humanas e da convergência desses fenômenos com a sociedade e a cultura. Nas últimas décadas, crianças vêm se fascinando com inovações nessa área e podem passar horas diante de computadores, tablets, consoles, celulares e outros dispositivos que comportem esses jogos, aliás tempo maior do que passariam em outras atividades. Com uma história ainda recente, os jogos digitais cada vez mais ocupam espaço de interesse entre crianças e jovens e os estudos nessa área interfaceiam vários campos do conhecimento (educação, psicologia, comunicação, sociologia e antropologia). Porém, existem indagações a serem respondidas, em especial no campo da infância. Quais impactos os games trazem à educação da infância? Quais são as inquietações de pais e professores sobre a influência desses jogos sobre as crianças? Como se dão as relações entre essas crianças e entre elas e o conhecimento, mediadas pelos jogos digitais? A mediação durante as sessões de jogos digitais pode proporcionar aprendizagem e ampliação do conhecimento? Essas são algumas questões que nortearam a presente pesquisa, cujo objetivo é investigar o papel dos jogos digitais e a mediação do conhecimento, em espaços não formais de educação. Este trabalho tem como base referencial a psicologia histórico-cultural, cujo principal representante é o psicólogo russo Lev Semionovich Vigotski (1896 1934). A pesquisa de campo foi realizada durante o ano de 2012, por meio da metodologia qualitativa com inspirações na etnografia, sendo o principal instrumento de coleta de dados a observação participante. Foram envolvidos neste trabalho as crianças do 1º ano do Ensino Fundamental da Escola de Aplicação da FEUSP, as professoras responsáveis pelas turmas e o próprio pesquisador, durante os momentos de atividades lúdicas nas dependências do Laboratório de Brinquedos e Materiais Pedagógicos LABRIMP. Enquanto grupos de crianças utilizavam os computadores e os jogos digitais, observou-se a ocorrência de atividade mediada dos sujeitos, dos instrumentos e signos. Os dados coletados consistiram em registros de vídeo das crianças durante o jogo, das vozes dessas crianças, de entrevistas e conversas com as professoras e anotações no diário de campo. Esses dados foram organizados e analisados por meio de triangulação. Ao final deste trabalho, foi possível verificar a incidência das modalidades de mediação que são mais efetivas para propiciar a cultura lúdica e ao mesmo tempo a ampliação da experiência da criança. / Digital games are a result of the improvement in information and communication technologies, the expansion of virtuality as a space of human relationships and the convergence of these phenomena with society and culture. Over the last decades, children are fascinated by innovations in this area and can spend hours in front of computers, tablets, consoles, mobile phones and other devices that store such games. In fact, they can stay longer than they would in other activities. Recently, digital games increasingly call attention among children and youth and studies in this area interface with many fields of knowledge (education, psychology, communication, sociology and anthropology). However, there are questions to be answered, especially in the field of childhood. Which impacts the games bring to children education? What are the parents and teachers concerns about the influence of these games on children? How do the relations occur among these children and between them and the knowledge, mediated by digital games? During digital games sessions, can mediation provide learning and expansion of knowledge? These are some of the questions that guided this research, whose purpose is to investigate the role of digital games and the mediation of knowledge in non-formal education spaces. As a reference base, this work has the cultural-historical psychology, whose main representative is the Russian psychologist Lev Semionovich Vigotski (1896-1934). The field research was conducted during the year 2012, using qualitative research methodology with ethnography research inspirations and participant observation was the main tool for collecting data. For these studies, the children in the 1st year of elementary school from FEUSP School of Application, the teachers responsible for their classes, and the researcher were involved in ludic activities that occurred in the Laboratory of Toys and Pedagogical Materials (Laboratório de Brinquedos e Materiais Pedagógicos - LABRIMP). While groups of children used computers and digital games, it was observed the occurrence of mediated activity from the subjects, instruments and signs. The data were collected from video recordings of children during the activities, interviews and conversations with teachers and notes in the fieldwork diary. These data were organized and analyzed using triangulation. At the end of this study, It was possible to measure the incidence of mediation modalities that are more effective in providing ludic culture and, at the same time, the increasing in childs experience.

A presente pesquisa tem como objetivo a reflexão sobre conceitos, relações e informações relevantes para a criação de uma ferramenta de auxílio um banco de dados dedicada à gestão de bens patrimoniais em rede. Para tanto, incorpora em seu escopo o cotidiano de trabalho no Centro de Gestão de Informação e Documentação do Acervo Artístico-Cultural dos Palácios do Governo do Estado de São Paulo. A proposta desse estudo é desenvolver um modelo de normatização no registro, tratamento e pesquisa em sistema de informação para a construção de ferramenta de auxílio na gestão de patrimônio artístico, cultural e histórico do Estado de São Paulo. A investigação situa-se em um campo interdisciplinar que envolve a Museologia, a História da Arte, a Ciência da Informação e a Administração. Como exercício prático, a pesquisa ora apresentada propõe um modelo de organização, fluxo e recuperação de dados que inclui: ficha de inventário; ficha de catalogação; fluxo de trabalho e instrumento de avaliação. / The present research aims at reflecting on concepts, relations and relevant information for creating an aiding tool - a database management system for patrimonial asset network. Therefore, in its scope it includes the daily work at the Information and Documentation Management Center of the Curatorship of the collections of the palaces of São Paulo State Government. The main purpose of this dissertation is to develop a regulatory model in registering, treating and researching an information system in order to build an aiding tool for managing the State of São Paulo artistic, cultural and historic heritage. Bearing this in mind, the course of this investigation is directed to interdisciplinary studies that encompass Museology, History of Arts, Information Sciences and Administration. As a practical exercise, the research shown here suggests a model of organization and recovery of data that includes: inventory card files, catalog card files, workflow, and evaluation tools.