Publicación:
La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev s. Vygotski: un análisis comparativo

dc.contributor.authorRodríguez-Arocho, Wanda C.spa
dc.date.accessioned2019-05-15T16:22:05Zspa
dc.date.available2019-05-15T16:22:05Zspa
dc.date.issued1999-11spa
dc.description.abstractThis paper analyzes the conceptual relationship between learning process and devel¬opment from Jean Piaget and lev S.Vigotsky’s theories.Two theses guide the devel¬opment of the paper: the first one points out that psychological and educational literature promotes an antinomy (a contradiction between two rational principles) when contrasting Piaget and Vigotsky ideas about learning process and development. It occurs as a consequence of the epistemological perspective prevailing in the re¬searchers that work with the ideas of each author. The second thesis affirms that antinomy occur by the omission in the debate of historic and cultural circumstances involved in the development of Piaget and Vigotsky s theories; the oversimplification of their ideas; and, the distortion of their original ideas given the numerous and var¬ied interpretations that they are going through. The author also, argues that the understanding of important convergence aspects for a pertinent and meaningful edu¬cation is lintited.The paper concludes that Piaget and Vigotsky s ideas have antinomy omission, oversimplification and distortion. Therefore, they nourish antinomy and they are obstacles to a clear understanding of how culture and cognition emerge as an indivisible unity and the importance of this unity in the educational process.spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.citationRodríguez-Arocho, W. (1999). La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev s. Vygotski: un análisis comparativo. Acta Colombiana de Psicología, 0(2), 29-37. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/619spa
dc.identifier.issn0123-9155spa
dc.identifier.urihttps://hdl.handle.net/10983/23044spa
dc.language.isospaspa
dc.publisherUniversidad Católica de Colombia. Facultad de Psicologíaspa
dc.relation.ispartofActa Colombiana de Psicología, No. 2 (nov. 1999); p. 29-37spa
dc.relation.referencesÁlvarez, A. & del Rio, P. (1994). Education as cultural construction. En P. del Rio, A. Álvarez & J.V. Wertsch (Eds.), Explorations in socio-cultural studies. Vol. 4. Madrid: Fundación Infancia-Aprendizaje.spa
dc.relation.referencesCapa, F. (1982). The turning point. New York: Bantam Books.spa
dc.relation.referencesCampbell, S. F. (Ed.) (1976). Piaget sampler: An introduction toJjean Piaget through his own words. New York: John Willey & Sons.spa
dc.relation.referencesDemetriou, A., Shayer, M. & Efklides, A (Eds). (1994). Neo-Piagetian theories of cognitive development. New York: Routledge.spa
dc.relation.referencesDescartes, R. (1637/1970). Discurso del método. Rio Piedras: Universidad de Puerto Rico.spa
dc.relation.referencesGlaick, J. Chaos: Making new science. New York: Penguin Books.spa
dc.relation.referencesJohn-Steiner, V. (10095). Cognitive pluralism: A sociocultural approach. Mind, culture and activity: An international journal, 2 2-11.spa
dc.relation.referencesMarková, I. (1982). Paradigms, tbougt and language. New York: Wiley & Sons.spa
dc.relation.referencesMerced, N. & Coll, C. (1994). Teaching, learning and interation. En P. del Río, A. Álvarez & J.V. Wertsch (Eds.), Explorations in sociocultural studies, Vol.3. Madrid: Fundación Infancia-Aprendizaje.spa
dc.relation.referencesMunné, F. (1995). Las teorías de la complejidad y sus implicaciones en las ciencias del comportamiento. Revista Latinoamericana de Psicología 29, 1-12.spa
dc.relation.referencesOpper, H. & Ginsburg, S. (1977). Piaget y la teoría del desarrollo intelectual. San Juan: Prentice-Hall Internacional.spa
dc.relation.referencesPalacios, J. (1987). Reflexiones en torno a las implicaciones educativas de la obra de Vygotski. En M. Sigúan (Ed). Actualidad de Lev S. Vygotsky (pp. 176-188) Barcelona: Editorial Antrhopos.spa
dc.relation.referencesPrigogine, I. &Stengers,I. (1984). Order out of Chaos: Man’s new dialogue with nature. New York: Bantam Books.spa
dc.relation.referencesRodríguez Arocho, W.C. (1995). Vygotski, el enfoque sociocultural y el estado actual de la psicología cognoscitiva. En imprenta.spa
dc.relation.referencesRogoff, B. & Clavajay P. (1995). What’s become of research on the cultural basis of cognition. American Psychologist, 50 (10): 869-877.spa
dc.relation.referencesSigel, I. E, Brodzinsky, D.M. & Golinkoff, R.M. (Eds). (1981). New directions in Piagetian Theory and Research. Hillsdale, New Jersey: Lawrence Erlabum, Publishers.spa
dc.relation.referencesSmith, L. (Ed) (1995). Jean Piaget: Sociological studies. New York: Routledge.spa
dc.relation.referencesSternberg, R.J. & Berg, C.A. (1992). Intellectual development. Cambridge, MA: Cambridge University Press.spa
dc.relation.referencesToulmin, S. (1990). Cosmopolis: The hidden agenda of modernity: New York: The Free Press.spa
dc.relation.referencesVander der Veer, R. & Vasiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Cambridge, MA: Blackwell.spa
dc.relation.referencesVygotsky,L. S. (1962). Thought and language. Cambridge, MA: M.I.T. Press.spa
dc.relation.referencesVygotsky,L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole,V. John-Steiner,S. Scribner 8: E. Souberman,Eds.) MA: Harvard University Press.spa
dc.relation.referencesVygotski, L. S. (1935/1984). Aprendizaje y desarrollo intelectual en la edad preescolar. Infancia y Aprendizaje, 27-28, 105-116.spa
dc.rightsDerechos Reservados - Universidad Católica de Colombia, 1999spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.proposalLEARNING PROCESSESspa
dc.subject.proposalLEARNING THEORIESspa
dc.subject.proposalDEVELOPMENT STAGESspa
dc.subject.proposalPROCESOS DE APRENDIZAJEspa
dc.subject.proposalTEORIAS DE APRENDIZAJEspa
dc.subject.proposalETAPAS DE DESARROLLOspa
dc.titleLa relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev s. Vygotski: un análisis comparativospa
dc.typeArtículo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501spa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.redcolhttp://purl.org/redcol/resource_type/ARTspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
Archivos
Bloque original
Mostrando1 - 1 de 1
Cargando...
Miniatura
Nombre:
619-1712-1-SM.pdf
Tamaño:
585.83 KB
Formato:
Adobe Portable Document Format
Descripción:
Articulo principal