Colección: La Educación
Número: (117) I
The paper deals with the process of gaining knowledge from the perspective of the influence of psychology on education, as well as the influence of education on psychology. Taking into account that the cognition sciences advise the matching of the cognition process with the logical structure of each science, the influence of the environment in such relation is analyzed. For that purpose, aspects such as conscious and self-regulated student learning, the role of the teacher in such achievement and the introduction of children to the written language, which is the harbinger of creative thinking and of analytic-symbolic scientific knowledge, are reviewed. The author also analyzes writing in school, the development of the symbolic function of the sign system in writing, understanding of language and the upsurge of literacy and school literacy. It concludes with the results of an experience started in 1990 and the partial results of the different instruments applied.
[INDICE] [ RESUMEN] [ INTRODUCCIÓN] [ ADAPTACIÓN AL MUNDO O LUCHA ENTRE EL HOMBRE, EL MUNDO Y CONSIGO MISMO] [ EL MAESTRO: LIMITACIÓN O INTERVENCIÓN] [ EL MEDIO, EL ALUMNO, EL MAESTRO: CONTRADICCIONES PENDIENTES] [ ALUMNO Y MAESTRO EN EL APRENDIZAJE CONSCIENTE Y AUTORREGULADO] [ LOS NEOVIGOTSKIANOS Y LAS CARACTERÍSTICAS ESPECÍFICAS DEL MICROMEDIO ESCOLAR] [ LA ESCRITURA COMO INSTRUMENTO DE MEDIACIÓN EN LA ESCUELA] [ FUNCIÓN SIMBÓLICA DEL COMPLEJO SISTEMA DE SIGNOS DE LA ESCRITURA] [ EVOLUCIÓN DE LA FUNCIÓN SIMBÓLICA DEL SISTEMA DE SIGNOS DE LA ESCRITURA] [ LA COMPRENSIÓN INTERNA DE LA LENGUA ESCRITA] [ALFABETIZACIÓN "EMERGENTE" Y "ALFABETIZACIÓN ESCOLAR"] [ HETEROGENEIDAD EN EL PUNTO DE PARTIDA] [ ACCESO A LA SIGNIFICACIÓN A PESAR DE LA HETEROGENEIDAD EN EL PUNTO DE PARTIDA] [SUMMARY] [ RÉSUMÉ] [ RESUMO] [ NOTAS] [ BIBLIOGRAFÍA]