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Nate
I can understand this process - relation daily concepts and
scientific concepts - in piagetian terms: as cognitiv conflict. I used th=
e
idea thesis - antithesis - synthesis therefore it in I send them for the
marxism. I also understand synthesis as a new thing - a creation. But it =
is
not total, it does not eliminate the elements from which it was produced,
does not have a complete overcoming of the antithesis. These elements, in
turn, are placed under a new form, can say that they are rearranged. This
new way - the synthesis - is elaborated from the history of the citizens:
social, economic, unconscious, corporal, etc... You understand me?
Jo=E3o Martins
Jo=E3o Batista Martins
Rua Anisio Figueiredo, 476
CEP: 86065-800 - Londrina - Paran=E1 - Brasil
Tel: 043 3385208
Home page: http://www.geocities.com/Athens/Aegean/5389
Home page: http://members.xoom.com/jbmartins
E-mail: jbmartin who-is-at sercomtel.com.br
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
PSI - REVISTA DE PSICOLOGIA SOCIAL E INSTITUCIONAL
URL: http://www2.uel.br/ccb/psicologia/revista/capa.htm
Revista de divulga=E7=E3o cient=EDfica do departamento de Psicologia Soc=
ial e
Institucional da Universidade Estadual de Londrina - Paran=E1 - Brasil
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
-----Mensagem original-----
De: nate <schmolze who-is-at students.wisc.edu>
Para: xmca who-is-at weber.ucsd.edu <xmca@weber.ucsd.edu>
Data: Segunda-feira, 26 de Abril de 1999 21:55
Assunto: Re: request for Portuguese Refs
>
>----- Original Message -----
>From: nate <schmolze who-is-at students.wisc.edu>
>To: XMCA <xmca who-is-at weber.ucsd.edu>
>Sent: Monday, April 26, 1999 6:25 PM
>Subject: Re: request for Portuguese Refs
>
>
>> Joco Batista Martins,
>
>Sorry, Joco
>
>Sometimes my spell checkers thinks its in charge.
>>
>> I enjoyed the article very much. One comment that stood out for me wa=
s,
>>
>> "Such perspectives in suggest one another way to them to
>> olharmos/avaliarmos the learning of the pupils. They, when entering in
>the
>> school, bring a series of concepts learned in its social relations. In
>the
>> school, they have contact with concepts that are not related with its
>> immediate experiences with the reality - they are more abstract, dista=
nt
>of
>> its daily one. This meeting - between daily concepts and scientific
>> concepts - creates a contradiction, contradiction that if surpasses in
>the
>> measure that the pupil exercises the concepts in guideline. To surpass
>such
>> situation, however, does not mean to abandon the scientific concept fo=
r
>the
>> daily one (and vice versa), for the the opposite, the pupil will surpa=
ss
>> such situation creating a new concept, concept this that if constructs
>from
>> a synthesis enters both the types of concepts."
>>
>> I do not remember having scientific/everyday concepts being described =
so
>> explicitly as a contradiction of sorts, but I found it real useful in =
my
>> understanding of scientific/everyday concepts. I wasn't real sure of =
how
>> to interpret it because as students from Brasil in my classes mention
>> Marxist thought is more influential in Brasil than the U.S. How I
>> interpreted the synthesis was not the thesis (everyday concepts) and n=
ot
>> the anti-thesis (scientific concepts) but something new and different
>from
>> each. If my interpretation was your intention I think its a very
>> interesting way of looking at the zone of proximal development. Too
>often,
>> excluding the special xcma issue on this subject, scientific/everyday
>> concepts tend to be seen linearly as in everyday to scientific or
>> scientific replacing everyday and I found your reference to synthesis
>very
>> interesting.
>>
>> I enjoyed it very much,
>>
>> Nate
>
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TITLE:PROFESSOR ASSISTENTE
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URL:http://www.geocities.com/Athens/Aegean/5389
URL:http://www2.uel.br/ccb/psicologia
EMAIL;PREF;INTERNET:jbmartin who-is-at sercomtel.com.br
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