摘要：Normal 0 21 false false false MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} Normal 0 21 false false false MicrosoftInternetExplorer4 st1\:*{behavior:url(#ieooui) } /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} The objective of this research was to analyze a process of conceptual development in children, from two interactive contexts mediated by a teacher, on the study about food. The investigation involved ten year-olds students and their teacher in a school of Blumenau, Santa Catarina State. The historical-cultural theory, proposed by Vygotsky was the main theoretical contribution to the development of thinking, highlighting assumptions essential to understanding the complexities associated with conceptual learning in early childhood education. Related to four key parameters to understand the dynamics of interactive lessons, videotaped, the emergence of meaning processes: observation of the evolution of interactive settings that were established between children and between children and teacher, with attention in the aspects of emotion and language, the observation of how the processes of performing the tasks progressed, the observation of how both aspects are coordinated and have conditioned the emergence of concepts and their meanings. The microgenetic analysis was the methodological approach used to understand the conceptual development by the interactions. The concepts were built through cooperation between the children and teacher. As this cooperation developed, possibly also promoted the maturation of mental functions, creating a zone of possibilities for the development of spontaneous concepts in the children.
其他摘要：The objective of this research was to analyze a process of conceptual development in children, from two interactive contexts mediated by a teacher, on the study about food. The investigation involved ten year-olds students and their teacher in a school of Blumenau, Santa Catarina State. The historical-cultural theory, proposed by Vygotsky was the main theoretical contribution to the development of thinking, highlighting assumptions essential to understanding the complexities associated with conceptual learning in early childhood education. Related to four key parameters to understand the dynamics of interactive lessons, videotaped, the emergence of meaning processes: observation of the evolution of interactive settings that were established between children and between children and teacher, with attention in the aspects of emotion and language, the observation of how the processes of performing the tasks progressed, the observation of how both aspects are coordinated and have conditioned the emergence of concepts and their meanings. The microgenetic analysis was the methodological approach used to understand the conceptual development by the interactions. The concepts were built through cooperation between the children and teacher. As this cooperation developed, possibly also promoted the maturation of mental functions, creating a zone of possibilities for the development of spontaneous concepts in the children.
关键词：infantile education;learning and development;language;conceptual construction;interlocutions;Educação Infantil;Aprendizagem e desenvolvimento;Linguagem;Construção conceitual;Interlocuções.
