Cognição situada e aprendizagem em contextos escolares

Everaldo Cescon

Resumen


O objetivo do texto é apresentar o paradigma da cognição situada, ancorada nos escritos de Vygotsky, Leontiev e Luria e, mais recentemente, nos trabalhos de Rogoff, Lave, Bereiter, Engeström e Cole e Wenger. A partir disso, delinear um enfoque instrucional baseado na cognição situada e aprendizagem significativa. Por fim, esboçar algumas estratégias de ensino situado.


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Referencias


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DOI: http://dx.doi.org/10.21500/01212753.2946