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Revista Psicopedagogia

Print version ISSN 0103-8486


SARAVALI, Eliane Giachetto et al. Reflective abstraction in students: Pedagogical and psycho-pedagogical implications. Rev. psicopedag. [online]. 2019, vol.36, n.111, pp.263-274. ISSN 0103-8486.

From Piagetian theory, reflective abstraction can be understood as an engine for cognitive development, while acting directly in the equilibration process. That said, the research presented was aimed to investigate student's performance in response to requests for an operative situation, contained in the Piagetian instrument "Abstractions, Differences and Integrations in the Use of Elementary Arithmetic Operations", specific to the mechanism observation of reflective abstraction. For this, an evolutionary study was carried out with 80 subjects, distributed as follows: 20 six-year-old students, 20 eleven-year-old students, 20 sixteen-year-old and 20 twenty-one-year-old students, enrolled 10 of each age group in public schools and 10 in private schools. The data were analyzed according to the levels of the operative test, plus statistical analysis by the Mann-Whitney test, to compare the results between public and private schools. It is worth mentioning that the majority of students did not reach more advanced answers of the instrument used, revealing difficulty in differentiating and integrating the elements of the proposed situation, even in the case of older participants. Still, there was no difference between the participants of public and private schools. The importance of such results and the discussions developed throughout the text in the pedagogical and psycho-pedagogical context is affirmed with regard to interventions that put in motion the mechanism of reflective abstraction, essential to cognitive evolution.

Keywords : Reflective Abstraction; Operative Test; Theory of Equilibration.

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