Uma Incursão Na Zona De Desenvolvimento Proximal:
O Resgate Da Organização Dialógica
Palavras-chave:
Zona de desenvolvimento proximal, Testes de habilidades intelectuais, Potencial de aprendizagemResumo
O trabalho aborda as importantes implicações educacionais e psicológicas da teoria de Vygotsky acerca da zona de desenvolvimento proximal (ZDP). Conceitos interrelacionados de internalização e lei genética de desenvolvimento cultural são introduzidos, fortalecendo o argumento de Vygotsky de que todos os processos psicológicos superiores constituem originalmente processos sociais. O potencial de aplicação da ZDP, sua utilidade e eficiência, é analisado no contexto atual de pesquisas americanas e soviéticas acerca do delineamento de testes diagnósticos e práticas instrucionais. A autora considera as possíveis vantagens de uma avaliação dinâmica do potencial de aprendizagem em relação a testes padronizados de Q.l. e testes de aquisição e sugere algumas questões para investigação na área.
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Referências
Brown, A.L. & Ferrara, R.(1985). Diagnostic zones of proximal development.Em
J.V.Wertsch.Culture, Communication and Cognition: Vygotskian Perspectives.
New York: Cambridge University Press.
Brown, A.L. & French, L.A. (1979). The zone of potential development: Implication for
intelligence testing in the year 2000. Intelligence, 3, 255-277.
Budoff, J. & Hamilton, J.L. (1976). Optimizing test performance of moderately and
severely mentally retarded adolescents and adults. American Journal of Mental
Deficiency, 81, 49-75.
Campione, J.C.; Brown, A.L.; Ferrara, R.A. & Bryant, N.R.(1984). The zone of proximal
development: Implications for individual Differences and Leaming. Em, B. Rogoff
& J.V. Wertsch. Children's Leaming in the Zone of Proximal Development. San
Francisco: Jossey-Bass.
Ferrara, R.A.; Brown, A.L. & Campione, J.C. (1983). Childrerís leaming and transfer of
inductive reasoning rules: A study of proximal development. University of Illinois,
(manuscrito).
Feuerstein, R. (1979). The dynamic assessment of retarded performance: The Leaming
Potential Assessment Device: theory, instruments, techniques. Baltimore, University
Park Press.
Leontiev, A. N. (1981). The problem of activity in psychology. Em, J.V. Wertsch
(Org.).The Concept of Activity in Soviet Psychology.Armonk, N.Y.: Sharpe.
Lewin, Z.G. (1992). Aparência e Realidade: A reconciliação de indicadores incongruentes
da emoção. Psicologia: Teoria e Pesquisa, 8(2) 123-144.
Luria, A.R. (1976). Cognitive development: Its cultural and social foundations. Cambridge:
Harvard University Press.
Piaget, J. (1961). The genetic approach to the Psychology of Thought.Journal of
Educational Psychology. 52, 275-81.
Sampson, E. E. (1981). Cognitive Psychology as ideology. American Psychologist.
36(7): 730-43, jul.
Saxe, G.B. (1985). Effects of schooling on arithmetical understandings: studies with
Oksapmin children in Papua New Guinea. Journal of Educational Psychology. 77,
503-513.
Vlasova, T.A. (1972). New advances in Soviet defectology. Soviet EducationA A, 20-39.
Vygotsky, L.S. (1981 a). The gênesis of higher mental f unctions. Em J.V. Wertsch (Org.).
The concept of activity in Soviet Psychology. Armonk, N.Y.: Sharpe.
Vygotsky, L.S. (-1981 b). The development of higher forms of attention in childhood. Em
J.V. Wertsch (Org.). The concept of activity in Soviet Psychology. Armonk:
Sharpe.
Vygotsky, LS. (1989). A formação social da mente. São Paulo: Martins Fontes Editora.
Wertsch, J.V. (1985). Adult-child interaction as a source of self-regulation in children.
Em, S.R. Yussen. The growth of reflection in children.New York: Academy Press.
Wertsch, J.V. & Stone, CA. (1985). The concept of intemalization inVygotsky's account
of the gênesis of higher mental functions. Em, Wertsch, J.V. Culture, communication,
and cognition: Vygotskian perspectives.New York: Cambridge University
Press.
J.V.Wertsch.Culture, Communication and Cognition: Vygotskian Perspectives.
New York: Cambridge University Press.
Brown, A.L. & French, L.A. (1979). The zone of potential development: Implication for
intelligence testing in the year 2000. Intelligence, 3, 255-277.
Budoff, J. & Hamilton, J.L. (1976). Optimizing test performance of moderately and
severely mentally retarded adolescents and adults. American Journal of Mental
Deficiency, 81, 49-75.
Campione, J.C.; Brown, A.L.; Ferrara, R.A. & Bryant, N.R.(1984). The zone of proximal
development: Implications for individual Differences and Leaming. Em, B. Rogoff
& J.V. Wertsch. Children's Leaming in the Zone of Proximal Development. San
Francisco: Jossey-Bass.
Ferrara, R.A.; Brown, A.L. & Campione, J.C. (1983). Childrerís leaming and transfer of
inductive reasoning rules: A study of proximal development. University of Illinois,
(manuscrito).
Feuerstein, R. (1979). The dynamic assessment of retarded performance: The Leaming
Potential Assessment Device: theory, instruments, techniques. Baltimore, University
Park Press.
Leontiev, A. N. (1981). The problem of activity in psychology. Em, J.V. Wertsch
(Org.).The Concept of Activity in Soviet Psychology.Armonk, N.Y.: Sharpe.
Lewin, Z.G. (1992). Aparência e Realidade: A reconciliação de indicadores incongruentes
da emoção. Psicologia: Teoria e Pesquisa, 8(2) 123-144.
Luria, A.R. (1976). Cognitive development: Its cultural and social foundations. Cambridge:
Harvard University Press.
Piaget, J. (1961). The genetic approach to the Psychology of Thought.Journal of
Educational Psychology. 52, 275-81.
Sampson, E. E. (1981). Cognitive Psychology as ideology. American Psychologist.
36(7): 730-43, jul.
Saxe, G.B. (1985). Effects of schooling on arithmetical understandings: studies with
Oksapmin children in Papua New Guinea. Journal of Educational Psychology. 77,
503-513.
Vlasova, T.A. (1972). New advances in Soviet defectology. Soviet EducationA A, 20-39.
Vygotsky, L.S. (1981 a). The gênesis of higher mental f unctions. Em J.V. Wertsch (Org.).
The concept of activity in Soviet Psychology. Armonk, N.Y.: Sharpe.
Vygotsky, L.S. (-1981 b). The development of higher forms of attention in childhood. Em
J.V. Wertsch (Org.). The concept of activity in Soviet Psychology. Armonk:
Sharpe.
Vygotsky, LS. (1989). A formação social da mente. São Paulo: Martins Fontes Editora.
Wertsch, J.V. (1985). Adult-child interaction as a source of self-regulation in children.
Em, S.R. Yussen. The growth of reflection in children.New York: Academy Press.
Wertsch, J.V. & Stone, CA. (1985). The concept of intemalization inVygotsky's account
of the gênesis of higher mental functions. Em, Wertsch, J.V. Culture, communication,
and cognition: Vygotskian perspectives.New York: Cambridge University
Press.
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Publicado
2013-04-25
Como Citar
Grinberg Lewin, Z. (2013). Uma Incursão Na Zona De Desenvolvimento Proximal:: O Resgate Da Organização Dialógica. Psicologia: Teoria E Pesquisa, 9(2), 387–400. Recuperado de https://periodicos.unb.br/index.php/revistaptp/article/view/17225
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