Firsthand learning through intent participation

This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observationand listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults “transmit” information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more-and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment

Firsthand learning through intent participation

Este artigo foi originalmente publicado na Annual Review of Psychology, Fevereiro 2003, vol. 54, pp. 175-203. Foi reeditado, neste número especial de Análise Psicológica, com as devidas autorizações.This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults “transmit” information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more- and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment.Este artigo analisa como as pessoas aprendem pela observação e escuta activas (“listening in”) enquanto participantes no esforço partilhado exigido pelas actividades quotidianas. A observação interessada e a escuta são particularmente valorizadas e usadas enquanto formas de aprendizagem, em algumas comunidades culturais, nas quais as crianças fazem parte das actividades da comunidade adulta. Esta participação atenta “intent participation”) também acongtece em alguns contextos (como a aprendizagem precoce da linguagem na família), em comunidades que, nas suas rotinas, segregam as crianças da maioria das actividades dos adultos. Contudo, no século passado, algumas sociedades industriais confiaram numa forma de instrução especializada que parece acompanhar a segregação das crianças das actividades da comunidade adulta, através da qual os adultos “transmitem” informação às crianças. Neste artigo estabelecemos o contraste entre estas duas tradições de organização da aprendizagem, em termos da sua estrutura de participação, dos papeis dos mais e dos menos experientes, distinções entre motivação e propósito (“purpose”), fontes de aprendizagem (observação de actividades versus lições), formas de comunicação, e o papel da avaliação.Spencer Foundation and the National Institutes of Health; UCSC Foundationinfo:eu-repo/semantics/publishedVersio

Macroinvertebrates inhabiting the tank leaf terrestrial and epiphyte bromeliads at Reserva Adolpho Ducke, Manaus, Amazonas

The aim of this work was to investigate the diversity of macroinvertebrates and also verify if the abundance and diversity of Diptera were influenced by the abiotic factors. The samples were collected from the epiphytic and terrestrial bromeliads G. brasiliensis (1 and 3m) in wet and dry seasons at Reserva Adolpho Ducke analyzed total of 144 samples were analyzed from a total of 15,238 individuals collected. These conatined 14,097 insects and, among these, 8,258 were immature Diptera, represented by eight most abundant families: Chironomidae, Ceratopogonidae and Culicidae. The relationship of Diptera diversity was influenced by the seasons and stratifications (p= 0.01); the abundance was influenced by the volume of water (p= 0.02) and the relationship between the season and volume of water in the terrestrial bromeliads was significant (p= 0.01). This study represented the first contribution to knowledge of community of macroinvertebrates associated to bromeliads G. brasiliensis in Central Amazon

Estilo interacional e o significado não verbal: crianças Mazahua aprendem como viver no modo separado-mas-junto

Young children´s experience with nonverbally organized social interaction constitutes a primary kind of enculturation. As they acquire the ability to participate in everyday interactions, they simultaneously learn the cultural meanings embedded in them. This article describes the acquisition by Mazahua children of a separate-but-together interactional style. An appreciation of the nonverbal meanings involved an further our understanding of the nature of culturally defined interactional styles and their impact on school learning.A experiência de crianças pequenas com uma interação social não verbalmente organizada constitui um tipo primário de enculturação. À medida que adquirem a capacidade de participar em interações cotidianas, aprendem simultaneamente os significados culturais nelas integrados. Esse artigo descreve a aquisição, pelas crianças Mazahua, de um estilo interacional separado-mas-junto. A apreciação dos significados não verbais envolvidos pode aprofundar o nosso conhecimento da natureza dos estilos interacionais definidos culturalmente e seu impacto no ensino em sala de aula

El conocimiento cultural en el salón de clases: niños indígenas y su orientación hacia la observación

Students in the classroom put to use cultural knowledge they have acquired by being members of a particular socio-cultural group. In part this knowledge is made up of particular social forms of organizing learning that can be identified in the behaviour and attitudes of children engaged in classroom activities. This article deals with the nature of this kind of knowledge and how it influences classroom learning behaviour. The analysis centres on the cultural orientation of Mazahua children in Mexico using observation as a preferred strategy for organizing learning. It shows how by means of this approach, interactional arrangements are developed in order to facilitate the organization of classroom learning. The descriptions and analyses presented are based on data provided by intensive observations and open interviews carried out in a Mexican rural school, focussing on a group of fifth and sixth grade students and teachers� classroom practicesEn el salón de clase los alumnos manejan un conocimiento cultural que han adquirido por ser miembros de un grupo sociocultural particular. En parte este conocimiento se trata de formas sociales particulares de organizar el aprendizaje que se pueden identificar en los comportamientos y actitudes de los niños frente el quehacer escolar. Este artículo indaga acerca de la naturaleza de este tipo de conocimiento y su alcance dentro del salón de clase. El análisis se centra en la orientación cultural de los niños mazahuas de México hacia la observación como estrategia preferida en la organización del aprendizaje, y muestra cómo a partir de esta orientación se desarrollan arreglos interaccionales para realizar actividades de aprendizaje dentro del salón de clase. Las descripciones y los análisis se basan en los datos provistos por las observaciones intensivas y entrevistas abiertas realizadas en una escuela rural de México. Se enfoca la práctica escolar en un aula a la que asisten alumnos de quinto y sexto grados atendidos por un maestr

Interactional style and nonverbal meaning: Mazahua children learning how to be separate-but-together

Young children’s experience with nonverbally organized social interaction constitutes a primary kind of enculturation. As they acquire the ability to participate in everyday interactions, they simultaneously learn the cultural meanings embedded in them. This article describes the acquisition by Mazahua children of a separate-but-together interactional style. An appreciation of the nonverbal meanings involved an further our understanding of the nature of culturally defined interactional styles and their impact on school learning

Motivación e iniciativa en el aprendizaje informal

Hoy en día cuando hablamos de “educación” nos referimos de forma exclusiva al aprendizaje escolar, como si sólo fuera en la escuela donde se lleva a cabo “en serio” el aprendizaje. Pareciera ser que el aprendizaje fuera de la escuela es un asunto de sentido común, no tan eficiente, no racionaliza- do, ni dirigido o controlado como lo es el aprendizaje escolar. Sin embargo, desde la década de los años sesenta mientras el aprendizaje escolarizado cobraba cada vez más peso, algunos investigadores del campo de la antropología y de la psicología empezaron a reconocer y a comprender el aprendi- zaje que se da en el medio familiar y comunitario. Consideraron este aprendizaje no escolarizado, llamado aprendizaje informal, como un objeto dig- no de estudio, por lo que puede revelar acerca de otras tradiciones educativas que han funcionado de manera eficaz durante milenios y con racio- nalidades implícitas distintas a las de la escuela.

Learning through social interaction: The experience and development of the Mazahua self in the context of the market

Cultural continuity in Middle America can be explained in part as due to a process of enculturation that allows children to take on a Middle American cultural identity through experience with traditional patterns of everyday social interaction. Mazahua temporary migrants\u27 way of adapting to the social and cultural context of Mexico City Merced market allows them to maintain behavior consistent with traditional everyday social life. Even though they spend lengthy periods of time away from their villages of origin their children are able to observe and participate in culturally familiar situations of social interaction. Descriptive data obtained from intensive observation of the behavior of these children and their families in the market place setting are analyzed in order to identify and characterize the interactional learning process by means of which they construct a Middle American self and knowledge of various aspects of Middle American ethos. The understanding that results from early interactional learning is shown to have a direct experiential basis and so is characterized as experiential and nonconceptual. The principles of action learned (principles in both cultural and normative terms) represent cultural knowledge that is built into behavioral patterns and understood and expressed through those patterns as an interactional style or idiom. The meanings that constitute this kind of cultural knowledge are experienced then, acted out , rather than formulated explicitly as ideas or beliefs. As such they provide the Mazahua child with an authentic firsthand knowledge of his/her culture that is in itself resistant to acculturation pressures