Resumo

CENCI, Adriane  e  COSTAS, Fabiane Adela Tonetto. Mediation and everyday concepts: the contributions of Feuerstein and Vygotsky to investigate learning difficulties. Psicol. rev. (Belo Horizonte) [online]. 2013, vol.19, n.2, pp.250-270. ISSN 1677-1168.  https://doi.org/DOI-10.5752/P.1678-9563.2013v19n2p250.

The proposed research is an analysis of learning difficulties presented by two children - 10 year-old twin boys, in the 3rd year of primary school - from the Vygotsky and Feuerstein's theoretical framework. The central ideas by these authors are refer to mediation and concept formation. Research practice was developed during one semester and was organized by observing lessons, pedagogical intervention (educational services) with the children and interviews with their teachers and mother. Taking the theoretical principles adopted as a possibility for interpretation and understanding of the case, it became clear that the lack of mediated learning experiences led to incipient development of everyday concepts in both children and that these concepts were also at the root of learning difficulties they faced

Palavras-chave : Mediated learning experience; Everyday concepts; Learning difficulties; Feuerstein; Vygotsky.

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