A radical argument is presented that it is plausible to look at the condition of mental handicap as entailing dynamic cognitive processes which may be available to some degree of therapeutic intervention at a fundamental level. An overview of some broad aspects of mental handicap is presented and it is argued that much of the subject of mental handicap is based on assumptions which may not be justified. On the assumption that in normal infancy play is a powerful medium for promoting developmental change, aspects of the mentally handicapped child's inability to play is examined and discussed. This is done by adopting the Piagetian notion of decentration and showing how the concept has explanatory value for looking at change in the severely, or profoundly mentally handicapped child. A model of aspects of the process is developed and implemented as a computer simulation. This model entails he processes of "Integration and Differentiation" of hierarchical chunks. The prospects and usefulness of a developmental curriculum as a framework within which to work with the profoundly and severely mentally retarded is discussed. The notions of Integration and Differentiation are applied to systems of sensori-motor competence and presented as a candidate for a curriculum. A presentation of the Uzgiris & Hunt scales serves to provide the user with the means to understand where the child is "at" in the curriculum. The computer simulation is further developed to show how it could be extended to provide explanations for the effects of success and failure upon developmental process. The model provides an insight into the nature of stereotypy and the implications of the model are explored in a therapy undertaked with a mentally handicapped and withdrawn child. The relationship between the understanding gained here and the processes of normal mothering is introduced. The theme of the mothering process is develcped apd explored as a means of providing the mentally Nandi Gaped child with the experience of success that section 3 suggests is the means for promoting change. This is demonstrated via several case accounts. The transactional interface between the intractable organic and the potentially more plastic cognitive/social process is tentatively explored by a discussion of "eye contact". Finally an evaluative framework for the possible implications of the work are discussed.

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-07-18T11:40:47Z No. of bitstreams: 1 arquivototal.pdf: 1993034 bytes, checksum: 3430f679f5e2159fad55852c13f09b91 (MD5) / Made available in DSpace on 2017-07-18T11:40:47Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1993034 bytes, checksum: 3430f679f5e2159fad55852c13f09b91 (MD5) Previous issue date: 2017-04-07 / The purpose of this thesis was to verify the influence of the information transmitted by the media in the socioaffective decentration of the judgments on adolescents involved in infractions. More specifically, it was asked if the type and amount of information provided on the problem of adolescents involved in offending acts would promote a greater manifestation of social perspective and empathy among participants.. As a theoretical contribution, Piaget's theories of decentration were used, and the perspective taking models of Flavell and Selman and empathy‟s model of Hoffman. This work consisted of an exploratory research of quasi-experimental design using four groups. The experimental treatment differentiated the amount of information provided to the groups: Group 1: received information on the statistics of violence committed by adolescents in Brazil; Group 2: received the same information from Group 1 plus information about the life context of adolescents involved in infractions; Group 3: received the information from Group 1 more information about the treatment offered to adolescents in the resocialization units and finally, Group 4: received all the information provided to the other groups. The information provided for each group was presented through videos with television reports on real cases. Considering a variation in the decentration of the arguments to analyze the situation according to the type of information provided to the groups, it was expected that the groups that received more information presented arguments with greater social perspective and empathy when analyzing the social question. Twenty-six university students, ranging in age from 17 to 28, were divided into four groups. As instruments, a biodemographic questionnaire and an Interview on Social Thought were used, an open instrument with questions that approached the topic of adolescents involved in infractions. The interview asked participants for their opinion on the causes of violence committed by adolescents, the responsibilities of government and society in solving this social problem, besides an analysis on the influence of the life context of the adolescents and the judicial treatment received by the adolescents when they are involved in infractions.. The conduction of the activities in each group consisted of two moments: first, the participants of each group watched the selected video for their experimental condition and responded individually to the interview; followed by a collective discussion about participants' responses to some of the interview questions. To analyze the data, a content analysis of the individual responses of the interview was performed. The group discussions were transcribed and also underwent a lexical analysis performed through Alceste software. In this analysis, two procedures were performed: standard analysis and cross-analysis (tri-croisé). The content analysis allowed to identify an influence of the contents presented to each group in the answers of the participants, varying according to the theme of the question answered by them. The group that received the most information and the group that received the information about the conditions of the resocialization units presented, in general, the responses with more social perspective and more manifestations of empathic affections. As regards Alceste, the standard analysis distributed the responses in three, which distributed participants' responses on two main axes, referring to a more abstract discussion of justice and punishment of adolescents, on the one hand, and the Concrete actions that must be taken to improve the living conditions of these young people. Cross-analysis presented the most relevant lexical contents within each group. In the Group 1 class, there was an emphasis on the need to empathize with the situation of adolescents, who do not have a positive outlook for the future. In Group 2 the answers centered on the lack of basic living conditions of these adolescents to sustain themselves in an honest way, and the emphasis on the need of public policies that help to solve these problems. Group 3 presented responses focused on the treatment received by adolescents when they were admitted to resuscitation institutions. Participants indicated the difficulty of re-socialization of adolescents due to the quality of institutions and professionals working in the institutions, and the need for changes in their way of functioning. Group 4 highlighted the responses that emphasized both the importance of public policies to reduce social inequality and an analysis of the effects of treatment received by adolescents in resuscitation units, with a greater emphasis on this second aspect. In conclusion, it was observed that the groups presented responses with content related to the experimental treatment and, with regard to the main objective of this thesis, it was possible to identify an influence of the information in the socio-affective decentration of the participants. The implications of the results for the study area of Social Cognition and for future studies are presented in the discussion. / O objetivo desta tese foi verificar a influência das informações repassadas pela mídia na descentração socioafetiva dos julgamentos sobre adolescentes envolvidos em atos infracionais. Mais especificamente, perguntou-se o tipo e a quantidade das informações fornecidas sobre o problema dos adolescentes envolvidos em atos infracionais promoveria maior manifestação de tomada de perspectiva social e de empatia nos participantes. Como aporte teórico foram utilizadas as teorias sobre descentração de Piaget, e os modelos de tomada de perspectiva de Flavell e Selman e o modelo de empatia de Hoffman. Este trabalho consistiu numa pesquisa exploratória de delineamento quase experimental utilizando quatro grupos. O tratamento entre os grupos diferenciou a quantidade das informações fornecidas: Grupo 1: recebeu informações sobre as estatísticas da violência cometida por adolescentes no Brasil; Grupo 2: recebeu as mesmas informações do Grupo 1 mais informações sobre o contexto de vida de adolescentes envolvidos em atos infracionais; Grupo 3: recebeu as informações do Grupo 1 mais informações sobre o tratamento oferecido aos adolescentes nas unidades de ressocialização e, finalmente, Grupo 4: recebeu todas as informações fornecidas aos demais grupos. As informações oferecidas para cada grupo foram apresentadas através de vídeos com reportagens televisivas sobre casos reais. Considerando-se encontrar uma variação na descentração dos argumentos para análise da situação de acordo com o tipo de informação fornecida aos grupos, esperava-se que os grupos que receberam mais informações apresentassem argumentos com maior tomada de perspectiva social e empatia ao analisar a questão social. Participaram do estudo, 26 universitários, com idades variando entre 17 e 28 anos, divididos nos quatro grupos. Como instrumentos, foram utilizados um questionário biodemográfico e uma Entrevista sobre o Pensamento Social, que consistiu num instrumento aberto com questões que abordavam o tema dos adolescentes envolvidos em atos infracionais. A entrevista solicitava dos participantes sua opinião sobre as causas da violência cometida pelos adolescentes, quais as responsabilidades do governo e da sociedade na resolução deste problema social, além de uma análise sobre a influência do contexto de vida dos adolescentes e o tratamento judicial recebido pelos adolescentes quando se envolvem em atos infracionais. A condução das atividades em cada grupo consistiu de dois momentos: primeiramente, os participantes de cada grupo assistiram ao vídeo selecionado para sua condição experimental e responderam individualmente à entrevista; em seguida foi realizada um discussão coletiva sobre as respostas dos participantes a algumas das perguntas da entrevista. Para analisar os dados, foi efetuada uma análise de conteúdo das respostas individuais da entrevista. As discussões em grupo foram transcritas e também passaram por uma análise lexical realizada através do software Alceste. Nesta análise, foram realizados dois procedimentos: a análise padrão e a análise cruzada (tri-croisé). A análise de conteúdo permitiu identificar uma influência dos conteúdos apresentados a cada grupo nas respostas dos participantes, variando de acordo com o tema da pergunta respondida por eles. O grupo que recebeu a maior quantidade de informações e o grupo que recebeu as informações sobre as condições das unidades de ressocialização apresentaram, em geral, as respostas com mais tomada de perspectiva social e mais manifestações de afetos empáticos. No que se refere ao Alceste, a análise padrão distribuiu as respostas em três, que distribuíram as respostas dos participantes em dois eixos principais, referindo-se a uma discussão mais abstrata sobre a justiça e as punições aos adolescentes, de um lado, e as ações concretas que devem ser assumidas para melhorar o contexto de vida desses jovens. A análise cruzada apresentou os conteúdos lexicais mais relevantes dentro de cada grupo. Na classe referente ao Grupo 1 encontrou-se uma ênfase na necessidade ter empatia pela situação dos adolescentes, que não possuem uma perspectiva positiva de futuro. No Grupo 2 as respostas centraram-se na falta de condições básicas de vida desses adolescentes para se sustentar de maneira honesta, e a ênfase na necessidade de políticas públicas que ajudem a sanar esses problemas. O Grupo 3 apresentou respostas com foco no tratamento recebido pelos adolescentes quando internados em instituições de ressocialização. Os participantes indicaram a dificuldade de ressocialização dos adolescentes devido à qualidade das instituições e dos profissionais que trabalham nas instituições, e a necessidade de mudanças na maneira de funcionamento delas. No Grupo 4 destacaram-se as respostas que enfatizaram tanto a importância da efetivação de políticas públicas para diminuir a desigualdade social, quanto uma análise dos efeitos do tratamento recebido pelos adolescentes nas unidades de ressocialização, com maior ênfase nesse segundo aspecto. Em conclusão, observou-se que os grupos apresentaram respostas com conteúdo relacionado ao tratamento experimental e, no que se refere ao objetivo principal desta tese, foi possível identificar uma influência das informações na descentração socioafetiva dos participantes. As implicações dos resultados para a área de estudos da Cognição Social e para os estudos futuros estão apresentadas na discussão.

Notre thèse relève du champ des sciences de l’éducation, plus particulièrement de la psychologie de l’apprentissage et de la pédagogie. Elle s’appuie sur des travaux de psychologues, philosophes et pédagogues : Jacques Lévine (2008), Philippe Meirieu (2009), Lucie Sauvé (2003), et se situe dans le prolongement de théories développées antérieurement par John Dewey (1925), Henri Wallon (1942) ou encore Lev Vygotski, (1926). Dans leur sillage, nous analysons les stratégies et les conditions à mettre en place pour amorcer un processus d’apprentissage visant à développer chez le sujet enfant une pensée génératrice d’actes responsables. En effet, l’un des enjeux majeurs de l’éducation aujourd’hui est de promouvoir des valeurs, comportements et attitudes de manière à favoriser l’édification d’un monde plus viable, plus vivable et plus solidaire tant pour les générations présentes que futures. La complexité des questions soulevées par une telle exigence éducative requiert que, sur chaque territoire, l’on recherche les modalités les plus adaptées et les plus pertinentes. Ces interrogations nous ont conduits à formuler la question suivante comme point de départ : comment, dans un pays où subsiste encore dans l’École des relents d’acculturation et d’enfermement du sujet, peut-on favoriser son émancipation afin de mieux le préparer à devenir éco-citoyen ? Ainsi, prenant appui sur l’expérimentation du dispositif des « Ateliers d’éducation à l’éthique éco citoyenne » (A3E), dans le contexte spécifique du Burkina Faso, la présente thèse démontre la nécessité de construire une pensée réflexive chez le sujet, laquelle est fondatrice de perspectives de changements, à la fois de représentations et de comportements. Les résultats de notre recherche conduite à Markoye montrent que, malgré le fort ancrage de pratiques enseignantes répétitives et dirigistes héritées de l’ère coloniale, les acteurs éducatifs du système scolaire burkinabé sont ouverts aux innovations pédagogiques si certaines conditions sont réunies. Le dispositif tel que conçu et expérimenté, se veut être une démarche de transformation des pratiques pédagogiques parmi d’autres, dans le sens d’une plus grande efficacité émancipatrice des futurs éco-citoyens. Le cadre dans lequel il est mis en œuvre, parce qu’interactif, dialogique et coopératif, favorise l’éveil de la pensée réflexive et suscite chez les sujets le désir de s’engager librement en adoptant des comportements nouveaux, plus responsables vis-à-vis de problématiques en relation avec l’environnement et le développement durable. / This thesis belongs to the science of education, more specifically to the psychology of learning and pedagogy. It draws on the works of psychologists, philosophers and pedagogues: Jacques Lévine (2008), Philippe Meirieu (2009), Lucie Sauvé, (2003), extending the earlier developed theories of John Dewey (1925), Henri Wallon (1942), and even Lev Vygotski (1926). Following their examples, this thesis analyses the conditions and strategies required for initiating a learning process for developing in the child-subject a generative thinking of responsible action. In fact, one of the major efforts of current education is to promote values, behaviour and attitudes with a view to create a more viable, liveable and solidary world for the present as well as for future generations. The complexity of questions raised by such educative expectations again require research, within each of these domains, of the most pertinent and adapted modalities. These interrogations have led to formulation of the following question as point of departure: In a country where acculturation and enclosure of the child-subject still pervade in school, how could his or her emancipation be promoted in order to best prepare him or her to become an eco-citizen?Thus, based on experiments in the specific context of Burkina Faso, by means of Eco-citizen ethical education (3E) workshops, the present thesis demonstrates the need to construct a reflective thinking by the child-subject, which is fundamental from a change and behaviour perspective.The results of this research conducted at Markoye show that, in spite of the strongly ingrained repetitive and directive teaching practices, inherited from the colonial era, the education agents in the burkinabé school system are open to pedagogical innovations, under certain conditions. The methodology as conceived and tested applies, inter alia, an approach of transforming pedagogical practices so that there is a much more effective emancipation of future eco-citizens. The framework in which this is implemented favours, because it is interactive, dialogic, and cooperative, an awakening of reflective thinking and desire in the child-subject to freely engage him/herself by adopting new and in adopting new and more responsible behaviours in relation to EESD.

Résoudre aisément un problème, c’est-à-dire trouver une procédure rapide et efficace menant à la solution, nécessite de pouvoir considérer la situation selon plusieurs points de vue pour en choisir le plus pertinent, mais aussi de pouvoir en changer lorsque l’on se trouve face à une impasse, ce que l’on peut interpréter comme une expression de la flexibilité cognitive. Une adaptation des problèmes de jarres de Luchins a été présentée à 486 enfants scolarisés en CM1 et en CM2, afin d’observer leur capacité à faire preuve de flexibilité cognitive, puis, après tirage au sort, un certain nombre d’épreuves et d’échelles ont été proposés à 100 d’entre eux, lors de deux entretiens individuels. En effet, l’objet de cette étude est de montrer, auprès d’enfants se situant au niveau des opérations concrètes, que la flexibilité cognitive, qui leur permet d’élaborer des stratégies cognitives variées et de remettre en question leur point de vue initial, est liée, d’une part, à leur niveau de développement opératoire ainsi qu’à leur capacité à prendre en compte un point de vue différent du leur, et cela en lien avec leurs capacités de décentration et la présence d’une théorie de l’esprit. Mais il est, d’autre part, de montrer qu’au-delà de ces aspects développementaux, la flexibilité cognitive est également en lien avec la capacité de pouvoir confronter son point de vue à un autre, ce qui signifie qu’il ne s’agit pas seulement de prendre en compte un autre point de vue que le sien, mais aussi de pouvoir les prendre en compte en même temps, en concevant le fait que ces deux points de vue sur une même réalité sont susceptibles de coexister. Dès lors, faire preuve de flexibilité cognitive serait lié à la capacité de pouvoir confronter son propre point de vue à un autre, en se mettant à la place de l’autre tout en restant soi-même et en supportant la remise en cause que cela induit, donc aux capacités empathiques et à l’estime de soi. Cette recherche exploratoire a permis de valider partiellement nos hypothèses et a révélé, notamment à travers un essai de modélisation, certaines différences liées au genre. / Solving a problem easily, that is to say finding a fast and effective procedure leading to a solution, requires considering the situation from several points of view in order to choose the most appropriate one. However, this also requires being able to switch point of view when faced with a standstill ̶ which can be interpreted as an expression of cognitive flexibility. An adaptation of Luchins’ water jar experiment was presented to 486 school children from French CM1 and CM2 classes (England: Year 5 and Year 6), with the aim of observing their capacity to put cognitive flexibility into practice. Then, following a draw, several tests and levels were presented to 100 children from the group throughout two individual meetings. Indeed, the aim of this study is demonstrating that, for children who are at the stage of concrete operations, cognitive flexibility, which enables them to elaborate various cognitive strategies and question their initial point of view, is linked both to their operational development level and to their ability to take into account a point of view which differs from theirs, in association with their decentration abilities and the presence of a theory of mind. Furthermore, the goal of this study is also demonstrating that, beyond these developmental aspects, cognitive flexibility is also linked to the ability to confront one’s point of view with another one, which means not only taking into account someone else’s point of view but also having the ability to consider both perspectives simultaneously, appreciating that these two points of view on the same reality may co-exist. Consequently, displaying cognitive flexibility is supposedly linked to the capacity to confront one’s point of view with another one, by looking at things from the other’s perspective while also remaining ourselves and bearing the challenge that this implies ̶ and therefore linked to one’s self-esteem and empathetic capabilities. This exploratory research has enabled us to partially validate our hypotheses and has revealed, particularly through a modelling trial, some differences linked to gender.

O presente trabalho pesquisou os processos de egocentrismo e descentração na do-cência no ensino superior e suas possíveis conseqüências sobre o ensino e a aprendizagem. O principal referencial teórico utilizado foi a Epistemologia Genética piagetiana. Procurou-se investigar a possibilidade de os professores diferenciarem o seu próprio ponto de vista dos pontos de vista dos alunos e a possibilidade de coordenarem os diferentes pontos de vista que se constituem em sala de aula. A coleta de dados baseou-se em uma metodologia qualitativa, consistindo numa adaptação do método clínico piagetiano. Realizaram-se en-trevistas com professores, observações de suas aulas e entrevistas com alunos. Os sujeitos pesquisados foram seis professores do quadro efetivo da UFRGS, de diferentes áreas de co-nhecimento, todos com mais de 10 anos de experiência docente nesta universidade. Foram encontrados três níveis do egocentrismo à descentração. O primeiro nível equivale àquele em que o professor não diferencia o ponto de vista do aluno do seu próprio ponto de vista. O segundo nível equivale àquele em que o professor diferencia os pontos de vista existentes em sala de aula, porém, não os coordena. O terceiro nível é aquele em que o professor, além de diferenciar, consegue coordenar os distintos pontos de vista que se cons-tituem em sala de aula. / The present paper deals with the processes of egocentrism and decentration in high-er education and possible consequences on teaching and learning. The main theoretical ref-erential utilized was Piaget's Genetics Epistemology. In writing the paper, an investigation was conducted on the possibility of teachers differentiating between their own viewpoint and their students' and the possibility of coordinating the diverse viewpoints that come up in a classroom. The data collection was based on a qualitative methodology, which consist-ed in an adaptation of Piaget's clinic method with teacher interviews, observation of their classes and student interviews. The survey subjects were six tenured teachers from different areas of knowledge, all of them with over ten years of experience teaching at UFGRS. Three levels were identified from egocentrism to decentration. The first level con-sists in a teacher who does not distinguish the students' viewpoint from his own. The sec-ond level is the one where the teacher differentiates the viewpoints in the classroom, but he or she does not coordinate them. The third level is the one where the teacher not only dif-ferentiates viewpoints, but is also able to coordinate the various viewpoints surfacing in the classroom. / El presente trabajo investigó los procesos de egocentrismo y descentración en la do-cencia en la enseñanza superior y sus posibles consecuencias sobre la enseñanza y el apren-dizaje. El principal referencial teórico utilizado fue la Epistemología Genética piagetiana. Se procuró investigar la posibilidad de que los profesores diferencien su propio punto de vista de los puntos de vista de los alumnos y la posibilidad de coordinar los diferentes pun-tos de vista que se constituyen en el salón de clases. La recolección de datos se basó en una metodología cualitativa que consistió en una adaptación del método clínico piagetiano. Se realizaron entrevistas con profesores, observaciones de sus clases y entrevistas con alum-nos. Los sujetos investigados fueron seis profesores del cuadro efectivo de la UFRGS, de diferentes áreas de conocimiento, todos con más de diez años de experiencia docente en es-ta universidad. Se encontraron tres niveles del egocentrismo a la descentración. El primer nivel equivale a aquel en el cual el profesor no diferencia el punto de vista del alumno del suyo propio. El segundo nivel equivale a aquel en el cual el profesor diferencia los puntos de vis-ta existentes en el salón de clases, pero no los coordina. El tercer nivel es aquel en el cual el profesor, además de diferenciar, consigue coordinar los distintos puntos de vista que se constituyen en el salón de clases.

O presente trabalho pesquisou os processos de egocentrismo e descentração na do-cência no ensino superior e suas possíveis conseqüências sobre o ensino e a aprendizagem. O principal referencial teórico utilizado foi a Epistemologia Genética piagetiana. Procurou-se investigar a possibilidade de os professores diferenciarem o seu próprio ponto de vista dos pontos de vista dos alunos e a possibilidade de coordenarem os diferentes pontos de vista que se constituem em sala de aula. A coleta de dados baseou-se em uma metodologia qualitativa, consistindo numa adaptação do método clínico piagetiano. Realizaram-se en-trevistas com professores, observações de suas aulas e entrevistas com alunos. Os sujeitos pesquisados foram seis professores do quadro efetivo da UFRGS, de diferentes áreas de co-nhecimento, todos com mais de 10 anos de experiência docente nesta universidade. Foram encontrados três níveis do egocentrismo à descentração. O primeiro nível equivale àquele em que o professor não diferencia o ponto de vista do aluno do seu próprio ponto de vista. O segundo nível equivale àquele em que o professor diferencia os pontos de vista existentes em sala de aula, porém, não os coordena. O terceiro nível é aquele em que o professor, além de diferenciar, consegue coordenar os distintos pontos de vista que se cons-tituem em sala de aula. / The present paper deals with the processes of egocentrism and decentration in high-er education and possible consequences on teaching and learning. The main theoretical ref-erential utilized was Piaget's Genetics Epistemology. In writing the paper, an investigation was conducted on the possibility of teachers differentiating between their own viewpoint and their students' and the possibility of coordinating the diverse viewpoints that come up in a classroom. The data collection was based on a qualitative methodology, which consist-ed in an adaptation of Piaget's clinic method with teacher interviews, observation of their classes and student interviews. The survey subjects were six tenured teachers from different areas of knowledge, all of them with over ten years of experience teaching at UFGRS. Three levels were identified from egocentrism to decentration. The first level con-sists in a teacher who does not distinguish the students' viewpoint from his own. The sec-ond level is the one where the teacher differentiates the viewpoints in the classroom, but he or she does not coordinate them. The third level is the one where the teacher not only dif-ferentiates viewpoints, but is also able to coordinate the various viewpoints surfacing in the classroom. / El presente trabajo investigó los procesos de egocentrismo y descentración en la do-cencia en la enseñanza superior y sus posibles consecuencias sobre la enseñanza y el apren-dizaje. El principal referencial teórico utilizado fue la Epistemología Genética piagetiana. Se procuró investigar la posibilidad de que los profesores diferencien su propio punto de vista de los puntos de vista de los alumnos y la posibilidad de coordinar los diferentes pun-tos de vista que se constituyen en el salón de clases. La recolección de datos se basó en una metodología cualitativa que consistió en una adaptación del método clínico piagetiano. Se realizaron entrevistas con profesores, observaciones de sus clases y entrevistas con alum-nos. Los sujetos investigados fueron seis profesores del cuadro efectivo de la UFRGS, de diferentes áreas de conocimiento, todos con más de diez años de experiencia docente en es-ta universidad. Se encontraron tres niveles del egocentrismo a la descentración. El primer nivel equivale a aquel en el cual el profesor no diferencia el punto de vista del alumno del suyo propio. El segundo nivel equivale a aquel en el cual el profesor diferencia los puntos de vis-ta existentes en el salón de clases, pero no los coordina. El tercer nivel es aquel en el cual el profesor, además de diferenciar, consigue coordinar los distintos puntos de vista que se constituyen en el salón de clases.

O presente trabalho pesquisou os processos de egocentrismo e descentração na do-cência no ensino superior e suas possíveis conseqüências sobre o ensino e a aprendizagem. O principal referencial teórico utilizado foi a Epistemologia Genética piagetiana. Procurou-se investigar a possibilidade de os professores diferenciarem o seu próprio ponto de vista dos pontos de vista dos alunos e a possibilidade de coordenarem os diferentes pontos de vista que se constituem em sala de aula. A coleta de dados baseou-se em uma metodologia qualitativa, consistindo numa adaptação do método clínico piagetiano. Realizaram-se en-trevistas com professores, observações de suas aulas e entrevistas com alunos. Os sujeitos pesquisados foram seis professores do quadro efetivo da UFRGS, de diferentes áreas de co-nhecimento, todos com mais de 10 anos de experiência docente nesta universidade. Foram encontrados três níveis do egocentrismo à descentração. O primeiro nível equivale àquele em que o professor não diferencia o ponto de vista do aluno do seu próprio ponto de vista. O segundo nível equivale àquele em que o professor diferencia os pontos de vista existentes em sala de aula, porém, não os coordena. O terceiro nível é aquele em que o professor, além de diferenciar, consegue coordenar os distintos pontos de vista que se cons-tituem em sala de aula. / The present paper deals with the processes of egocentrism and decentration in high-er education and possible consequences on teaching and learning. The main theoretical ref-erential utilized was Piaget's Genetics Epistemology. In writing the paper, an investigation was conducted on the possibility of teachers differentiating between their own viewpoint and their students' and the possibility of coordinating the diverse viewpoints that come up in a classroom. The data collection was based on a qualitative methodology, which consist-ed in an adaptation of Piaget's clinic method with teacher interviews, observation of their classes and student interviews. The survey subjects were six tenured teachers from different areas of knowledge, all of them with over ten years of experience teaching at UFGRS. Three levels were identified from egocentrism to decentration. The first level con-sists in a teacher who does not distinguish the students' viewpoint from his own. The sec-ond level is the one where the teacher differentiates the viewpoints in the classroom, but he or she does not coordinate them. The third level is the one where the teacher not only dif-ferentiates viewpoints, but is also able to coordinate the various viewpoints surfacing in the classroom. / El presente trabajo investigó los procesos de egocentrismo y descentración en la do-cencia en la enseñanza superior y sus posibles consecuencias sobre la enseñanza y el apren-dizaje. El principal referencial teórico utilizado fue la Epistemología Genética piagetiana. Se procuró investigar la posibilidad de que los profesores diferencien su propio punto de vista de los puntos de vista de los alumnos y la posibilidad de coordinar los diferentes pun-tos de vista que se constituyen en el salón de clases. La recolección de datos se basó en una metodología cualitativa que consistió en una adaptación del método clínico piagetiano. Se realizaron entrevistas con profesores, observaciones de sus clases y entrevistas con alum-nos. Los sujetos investigados fueron seis profesores del cuadro efectivo de la UFRGS, de diferentes áreas de conocimiento, todos con más de diez años de experiencia docente en es-ta universidad. Se encontraron tres niveles del egocentrismo a la descentración. El primer nivel equivale a aquel en el cual el profesor no diferencia el punto de vista del alumno del suyo propio. El segundo nivel equivale a aquel en el cual el profesor diferencia los puntos de vis-ta existentes en el salón de clases, pero no los coordina. El tercer nivel es aquel en el cual el profesor, además de diferenciar, consigue coordinar los distintos puntos de vista que se constituyen en el salón de clases.