From Constructivism to Dialogism in the Classroom. Theory and Learning Environments

Authors

  • Roseli R de Mello

https://doi.org/10.4471/ijep.2012.08

Keywords:


Downloads

Abstract

This paper discusses the move from learning theories from the industrial society to learning theories from and for dialogic societies. While in the past intrapsychological elements, such as mental schemata of prior knowledge, were the key to explain learning, today theories point to interaction and dialogue as main means for achieving deep understandings of the curriculum. Concepts arising from psychology and sociology are essential to understand this new conceptualization of learning: dialogic learning, which implies a historico-cultural analysis of mind and the concept of communicative action. This dialogic turn in the explanation of learning has also found its manifestation in classrooms. The Interactive Groups is one learning environment grounded in the theory of dialogic learning which leads to improved academic achievement and coexistence. The article points out some of the dialogic elements of Interactive Groups which explain those results, illustrating how the dialogic construction of knowledge can be favored in classrooms worldwide.

Downloads

Download data is not yet available.

References

Abbey, E (2006): Perceptual uncertainty of cultural life: becoming reality. In Valsiner, J.; Rosa, A. R. (Ed). Handbook of sociocultural psychology. Cambridge: Cambridge University Press.

Google Scholar Crossref

Alves, A.C.S; Dias, M.G.B & Sobral, A.B.C. (2007). Faz-de-conta e Teoria da Mente. Psicologia em Estudo, Maringá,12 ( 2), 325-334.

Google Scholar Crossref

Apple, M.W., & Beane, J. (Eds.) (2007). Democratic schools: Lesson in powerful

Google Scholar Crossref

education (2nd ed.). Portsmouth, NH: Heinemann.

Google Scholar Crossref

Aubert, A., Flecha, A., García, C., Flecha, R., & Racionero, S. (2008). Aprendizaje dialógico en la sociedad de la información. Barcelona: Hipatia.

Google Scholar Crossref

Ausubel, D.P. (1968). Educational psychology: a cognitive view. New York: Holt, Rinehart and Winston.

Google Scholar Crossref

Ausubel, D.P.; Novak, J.D. e Hanesian, H. (1980). Psicologia educacional. Rio de Janeiro: Interamericana.

Google Scholar Crossref

Bruner, J. S. (1960). The process of education. Cambridge, Mass.; London, UK: Harvard University Press, 1960.

Google Scholar Crossref

Bruner, J. S. (1983). In search of mind: essays in autobiography. New York, NY: Harper and Row.

Google Scholar Crossref

Bruner, J. S. (1990). Acts of meaning. Cambridge: Harvard University Press.

Google Scholar Crossref

Bruner, J. (2001). A cultura da educação. Porto Alegre: Artmed.

Google Scholar Crossref

Castells, M. (1999). A sociedade em rede. Vol. I. Rio de Janeiro: Paz e Terra.

Google Scholar Crossref

Clôt, Y. (1999). Avec Vygotsky. Paris: La Dispute.

Google Scholar Crossref

Cole, M. & Scribner, S. (1974): Culture and thought. A psychological introduction. New York: John Wiley.

Google Scholar Crossref

Correia, M.F.B. (2003). A constituição social da mente. Estudos de Psicologia, 8(3), 505-513.

Google Scholar Crossref

Costa E. V. & Lyra, M.C.D.P. (2002). Como a Mente se Torna Social para Barbara Rogoff? A Questão da Centralidade do Sujeito. Psicologia: Reflexão e Crítica, 15(3), pp. 637-647

Google Scholar Crossref

CREA. (2006-2011). Strategies for inclusion and social cohesion in Europe from Education. 6th Framework Programme, European Commission.

Google Scholar Crossref

Elboj, C., Puigdellívol, I., Soler, M., & Valls, R. (2002). Comunidades de aprendizaje. Transformar la educación. Barcelona: Graó.

Google Scholar Crossref

Elboj, C., & Puigvert, L. (2004). Interaction among ‘other women’: Personal and social

Google Scholar Crossref

meaning. Journal of Social Work Practice, 18 (3), 351-364.

Google Scholar Crossref

Ferreiro, E. (2001): Com todas as letras. São Paulo: Cortez.

Google Scholar Crossref

Flavell, J. H. (1988). A psicologia do desenvolvimento de Jean Piaget. São Paulo: Livraria Pioneira Editora.

Google Scholar Crossref

Flecha, R. (2000). Sharing Words. Lanham, M.D: Rowman & Littlefield.

Google Scholar Crossref

Flecha, R., Gómez, J., & Puigvert, L. (2003). Contemporary Sociological Theory. New York:

Google Scholar Crossref

Peter Lang.

Google Scholar Crossref

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Google Scholar Crossref

Freire, P. (1997). A la sombra de este árbol. Barcelona: El Roure Ciencia.

Google Scholar Crossref

Freire, P. (2003). Pedagogia da esperança – um reencontro com a pedagogia do oprimido. Rio de Janeiro: Paz e Terra.

Google Scholar Crossref

Gómez, A., Puigvert, L., & Flecha R. (2011). Critical Communicative Methodology:

Google Scholar Crossref

Informing real social transformation through research. Qualitative Inquiry, 17 (3), 235-245.

Google Scholar Crossref

Habermas, J. (1987). The theory of communicative action. V.2. Lifeworld and system: A critique of functionalist reason. Boston: Beacon Press.

Google Scholar Crossref

Habermas, J. (1999). La inclusión del otro. Barcelona: Paidós.

Google Scholar Crossref

Ianni, O. (2004). A era do globalismo. Rio de Janeiro.

Google Scholar Crossref

INCLUD-ED Consortium. (2009). Actions for success in schools in Europe. Brussels:

Google Scholar Crossref

European Comission.

Google Scholar Crossref

Lawrence, J.& Valsiner, J. (2003). Making personal sense. An account of basic internalisation and externalisation processes. Theory & Psychology, 13 (6),

Google Scholar Crossref

-752.

Google Scholar Crossref

Lima, E. (1990). O conhecimento psicológico e suas relações com a educação. Em Aberto, 9 (48), 2-24.

Google Scholar Crossref

Mello, R. R. (2009a). Diálogo y escuela en Brasil: Comunidades de aprendizaje. Cultura y Educación. 21 (2), 171-282.

Google Scholar Crossref

Mello, R.R. (2009b). Comunidades de Aprendizagem: aposta na qualidade da aprendizagem, na igualdade de diferenças e na democratização da gestão da escola. São Paulo: FAPESP & CNPq.

Google Scholar Crossref

Muller, N. & Perret-Clermont, A.-N. (1999). Negotiating identities and meanings in the transmission of knowledge: analysis of interactions in the context of a knowledge exchange network. In: Bliss, J., Säljö, R., Light, P. (Ed). Learning sites, social and technological resources for learning. Earli: Pergamon, pp. 47-60.

Google Scholar Crossref

Oakes, J. (1985). Keeping tracking: How schools structure inequality. New Haven: Yale University Press.

Google Scholar Crossref

Perret-Clermont, A.-N. (1976). Vers une approche des relations entre l’enfant, l’école et la vie à travers l’etude de la communication, Cahiers de la Section des Sciences de l” Education Université de Genève 2, 3-13.

Google Scholar Crossref

Perret-Clermont, A.-N. (1980). Social interaction and cognitive development in children. London: Academic Press.

Google Scholar Crossref

Perret-Clermont, A.-N.; Schubauer-Leoni, M.-L. (1981). Conflict and cooperation on opportunities for learning. In Robinson, W. P. (Ed.). Communication in development. London: Academic Press, 203-233.

Google Scholar Crossref

Piaget, J. (1966): Nécessité et signification des recherches comparatives en psychologie génétique. International Journal of Psychology, n. 1, 3-13.

Google Scholar Crossref

Piaget, J. (1987a). Seis estudos de psicologia. Rio de Janeiro: Forense-Universitária.

Google Scholar Crossref

Pontecorvo, C. (2004). Thinking with others: the social dimensions of learning in families and schools. In: Perret-Clermont, A.-N. et al. (Ed). Joining society: social interactions and learning in adolescence and youth. New York/Cambridge: Cambridge University Press, 227-240.

Google Scholar Crossref

Racionero, S., & Padrós, M. (2010). The Dialogic Turn in Educational Psychology, Revista dePsicodidáctica, 15(2), 143-162.

Google Scholar Crossref

Racionero-Plaza, S. (2011). Dialogic Learning in Interactive Groups. Interactions that foster learning and socio-cultural transformation in the classroom. Unpublished doctoral dissertation. Defended at the University of Wisconsin-Madison, WI, USA.

Google Scholar Crossref

Rochex, J.-Y. (1999). Le sens de l’experience scolaire. Paris: Presses Universitaires de France.

Google Scholar Crossref

Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford

Google Scholar Crossref

Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio & A. Alvarez (Ed), Sociocultural studies of mind. Cambridge, UK: Cambridge Universtity Press, 139-163.

Google Scholar Crossref

Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon, D. Kuhn & R. S. Siegler (Ed), Handbook of child psychology: Cognition, perception and language, New York: Wiley, 2, 679-744.

Google Scholar Crossref

Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.

Google Scholar Crossref

Rogoff, B., Goodman T. C., & Bartlett, L. (2001). Learning together: Children and adults in a school community. New York: Oxford University Press.

Google Scholar Crossref

Rosenthal, T. L. & Zimmerman, B. J. (1972). Modeling by exemplification and investigation in training conservation. Development Psychology, 6 (3), 392-401.

Google Scholar Crossref

Scribner, S.; Cole, M. (1981): The psychology of literacy. Cambridge, MA: Harvard University Press.

Google Scholar Crossref

Scribner, S. (1984): Studying working intelligence. Cambridge. MA: Harvard University Press.

Google Scholar Crossref

Tellado, I., & Sava, S. (2010). The role on nonexpert adult guidance in the dialogic construction of knowledge. Journal of Psychodidactics, 15(2), 163-176.

Google Scholar Crossref

Tomasello, M. (1999) The cultural origins of human cognition. Cambridge, Massachusetts: Harvard University Press.

Google Scholar Crossref

Valencia, R., & Suzuky, L. (2001). Intelligence testing and minority students: Foundations, performance factors, and assessment issues. Thousand Oaks, CA: Sage.

Google Scholar Crossref

Valsiner, J. (2000): Culture and human development. London/Thousand Oaks: Sage.

Google Scholar Crossref

Vygotsky, L. S. (1978): Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Google Scholar Crossref

Vygotsky, L. S. (1996). Teoria e método em Psicologia. São Paulo: Martins Fontes.

Google Scholar Crossref

Vygotsky L. S., Luria, A.R. & Leontiev, A. N. (1988). Linguagem, desenvolvimento e aprendizagem. São Paulo: Editora da Universidade de São Paulo.

Google Scholar Crossref

Wells, G. (1999). Dialogic inquiry. Towards a sociocultural practice and theory of

Google Scholar Crossref

education. Cambridge: Cambridge University Press.

Google Scholar Crossref

Wertsch, J. V. (1991). Voices of the mind. A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.

Google Scholar Crossref

Wertsch, J. V. (2002). Voices of collective remembering. New York: Cambridge University Press.

Google Scholar Crossref

Zittoun, T.; Mirza, N. M. & Perret-Clermont, A. (2007). Quando a cultura é considerada nas pesquisas em psicologia do desenvolvimento. Educar, Curitiba, n. 30, p. 65-76.

Google Scholar Crossref

Downloads

Published

2012-06-25

Almetric

Dimensions

How to Cite

R de Mello, R. (2012). From Constructivism to Dialogism in the Classroom. Theory and Learning Environments. International Journal of Educational Psychology, 1(2), 127–152. https://doi.org/10.4471/ijep.2012.08

Issue

Section

Articles