Learning activity: questions about its formation and development
DOI:
https://doi.org/10.5433/1984-7939.2022v7n1p100Keywords:
Learning activity, Formation of learning activity, Generalized mode of actionAbstract
This article aims to discuss questions about the formation and development of Learning Activity by elementary school students throughout the process of their schooling. This activity - through which the main changes take place in the psychism of the school-age child - is a special kind of activity: through it, the student appropriates theoretical content, performing on it mental actions aimed at uncovering the internal connections that characterize the learning object in its essence. In this process he develops theoretical thinking and the capacities related to it - analysis, reflection, and planning. Learning Activity, however, is not assimilated by the child in all its complexity as soon as he/she starts the schooling process; it is formed and developed through a long and complex process in which the child learns, initially under the direct guidance of the teacher, to perform learning tasks, to control the manner of performing the actions and operations of this task, and to evaluate the results achieved in its execution. Doing this, students form the reasons for learning, the objectives and learning actions, control and evaluation, in a systematic work through which they appropriate knowledge and develop abilities, capacities and generalized modes of action, aiming not only to make them able to solve learning tasks, but, mainly, to solve problems they may face in their lives.References
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LOMPSCHER, Joachim.; HEDEGAARD, Mariane. Introduction. In: LOMPSCHER, Joachim; HEDEGAARD, Mariane (ed.). Learning activity and development. Oxford: Aarhus University, 1999. p. 10-21.
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DAVIDOV, Vasili Vasilievich. Desenvolvimento psíquico da criança. In: PUENTES, R. V.; CARDOSO, C. G. C.; AMORIM, P. A. P. (org.). Teoria da atividade de estudo. Paraná: CRV, 2019. p. 175-190.
DAVYDOV, Vasili Vasilievich. A new approach to the interpretation of activity structure and content. In: CHAIKLIN, S., HEDEGAARD, M., JENSEN, U. J. (ed.). Activity theory and social practice. Oxford: Aarhus University, 1999a. p. 39-50.
DAVYDOV, Vasili Vasilievich. What is real learning activity? In: HEDEGAARD, M., LOMPSCHER, J. (ed.). Learning activity and development. Oxford: Aarhus University, 1999b. p. 123-138.
ELKONIN, Daniil Borisovich. Atividade de estudo: sua estrutura e formação. In: PUENTES, Roberto Valdés; CARDOSO, C. G. C., AMORIM, P. A. P. (org.). Teoria da atividade de estudo. Curitiba: CRV, 2019. p. 159-168.
ILYENKOV, Evald V. Our schools must teach how to think! Journal of Russian and East European Psychology, Armonk, v. 45, n. 4, p. 9–49, Jul./Aug. 2007.
LEONTIEV, Alexis N. Actividad, conciencia y personalidad. Buenos Aires: Ediciones Ciencias del hombre, 1978.
LEONTIEV, Alexis N. Uma contribuição à teoria do desenvolvimento da psique infantil. In: VIGOTSKII, Lev Semenovich; LURIA, Alexander Romanovich; LEONTIEV, Alexis N. Linguagem, desenvolvimento e aprendizagem. 4. ed. Tradução Maria da Penha Villalobos. São Paulo: Ícone: Universidade de São Paulo, 1988; p. 59-83.
LEONTIEV, Alexis N. O desenvolvimento do psiquismo. 2. ed. Tradução de Rubens Eduardo Frias. São Paulo: Centauro, 2004.
LOMPSCHER, Joachim.; HEDEGAARD, Mariane. Introduction. In: LOMPSCHER, Joachim; HEDEGAARD, Mariane (ed.). Learning activity and development. Oxford: Aarhus University, 1999. p. 10-21.
MATVEEVA, N. I.; REPKIN, Vladimir Vladmirovski; SKOTARENKO, R. V. Condições de domínio das formas autônomas da atividade de estudo. In: PUENTES, Roberto Valdés; CARDOSO, C. G. C.; AMORIM, P. A. P. (org.). Teoria da atividade de estudo. Curitiba: CRV, 2019. p. 331-342.
REPKIN, Vladimir Vladmirovski. Atividade desenvolvimental e atividade de estudo. In: PUENTES, Roberto Valdés; CARDOSO, C. G. C.; AMORIM, P. A. P. (org.). Teoria da atividade de estudo. Curitiba: CRV, 2019. p. 365-406.
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2022-07-12
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MILLER, Stela. Learning activity: questions about its formation and development. Educação em Análise, Londrina, v. 7, n. 1, p. 100–120, 2022. DOI: 10.5433/1984-7939.2022v7n1p100. Disponível em: https://ojs.uel.br/revistas/uel/index.php/educanalise/article/view/45172. Acesso em: 4 jul. 2024.
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