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Construção psicopedagógica

versão impressa ISSN 1415-6954


WOLFF, Carolina Gil Santos  e  PITOMBO, Elisa Maria. Brincar e aprender na sociedade pós-moderna: implicações para a psicopedagogia. Constr. psicopedag. [online]. 2011, vol.19, n.19, pp. 95-111. ISSN 1415-6954.

Postmodern society poses new challenges for the learning process. The acceleration of time, new media and growing consumerism, which are characteristics of the culture of excess, result in little contact with the anguish brought by both lack of knowledge and desire to know. In addition to this learning scenario of postmodernity, there are the frequent attention problems. In this paper, the author discusses the implications of changes experienced in post-modern society on the way children play, as well as on the attention they pay, based on Bauman (1998); Hall (2001) and Kehl (2009). To enter in the field of Educational Psychology, the discussion about changes in attitude, derived from post-modernity, are based on the ideas of Fernandez (2001) and Pain (1992)in order to expand the understanding of new behaviors of children when playing and paying attention to the world. In both cases, these changes are reflected on their learning and on the psychopedagogical work. The ways of playing and paying attention to the world are interrelated. It necessary for children to be alone with their toys and find theirselves interesting, to internalize an experience.  Thus, they can give attention to your thoughts, the plot of his play and activities. These are questions that are open and can be a starting point for further research and larger studies or in the field of Psychopedagogy.

Palavras-chave : Educational Psychology; Postmodernity; Play; Attention; Learn.

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