2015
DOI: 10.1590/1984-639820156288
View full text |Buy / Rent full text
|
Sign up to set email alerts
|

Abstract: RESUMO:Este trabalho tem como objetivo refletir sobre como as contribuições das concepções sócio-históricas de Vygotsky e de Bakhtin relativas à atitude responsiva, dialogismo, zona de desenvolvimento proximal e conceitos espontâneos e científicos podem trazer luz aos processos de interação, colaboração e aprendizagem em Sites de Redes Sociais (SRSs) de forma a contribuir para a realização de processos educacionais em contextos digitais que conduzam a uma maior participação e construção colaborativa do conheci… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

0
6
0
5

Year Published

2015
2015
2021
2021

Publication Types

Select...
2
2

Relationship

0
4

Authors

Journals

citations
Cited by 9 publications
(11 citation statements)
references
References 4 publications
(11 reference statements)
0
6
0
5
Order By: Relevance
“…The social networking site helped promote dialogue and interaction among students and teachers/mediators in a collaborative construction of knowledge. This aspect was also commented by Rabello [17], who also used the Facebook ® platform in English language teaching, and analyzed the dynamics of the activity from the socio-historical conceptions of Vygotsky and Bakhtin.…”
Section: Discussionmentioning
confidence: 91%
“…The social networking site helped promote dialogue and interaction among students and teachers/mediators in a collaborative construction of knowledge. This aspect was also commented by Rabello [17], who also used the Facebook ® platform in English language teaching, and analyzed the dynamics of the activity from the socio-historical conceptions of Vygotsky and Bakhtin.…”
Section: Discussionmentioning
confidence: 91%
“…As previously stated, this study aimed at integrating digital technologies through the creation of an online learning environment for pre-service teachers as an interactive and collaborative space that would contribute to breaking the teacher focused traditional education paradigm. To this end, the creation of a Facebook group was found to be an opportunity to decentralize the knowledge construction by using a commonly used social network to expand perspectives of pre-service teachers on educational practices, as suggested by Finardi and Porcino (2015) and Rabello (2015).…”
Section: Digital Technologies Use By Pre-service Teachermentioning
confidence: 99%
“…Despite the possibilities afforded by the web 2.0 for the development of autonomy in the postmodern educational scenario and for English language teaching/learning in particular (Graddol, 2006), and in view of the widespread use of Facebook in Brazil (Note 4) coupled with the fact that much of the information online is in English (Graddol, 2006;Finardi, Prebianca, & Momm, 2013), it would be reasonable to expect that Facebook was used as an English teaching/learning space (e.g., Rabello, 2015) too and not only as an entertainment social network. However, this is the contrary of what was found by Finardi and Porcino (2015), Finardi et al (2013), Finardi and Veronez (2013) and Finardi and Pimentel (2013) in that context.…”
Section: Educational Context In the 21st Centurymentioning
confidence: 99%
“…Educational practices are not always in tune with current trends in society, perhaps due to the the many challenges associated with the incorporation of technologies in teaching methodologies (Wagner et al, 2015), especially on the part of teachers (Prebianca, Cardoso, & Finardi, 2014;Prebianca, Finardi, & Cardoso, 2015) and despite some relevant efforts on the contrary (e.g., Dias & Pimenta, 2015;Rabello, 2015).…”
Section: Educational Context In the 21st Centurymentioning
confidence: 99%