Ensaio Pesquisa em Educação em Ciências
Print version ISSN 1415-2150On-line version ISSN 1983-2117
Abstract
MOREIRA, Adelson Fernandes and BORGES, Oto. BASES PARA UM REFERENCIAL TEÓRICO SOBRE O FENÔMENO DA COGNIÇÃO. Ens. Pesqui. Educ. Ciênc. [online]. 2006, vol.8, n.1, pp.23-38. ISSN 1983-2117. https://doi.org/10.1590/1983-21172006080103.
This paper is aimed at presenting a theoretical framework for investigating the classroom. It was articulated from the following theoretical and methodological frameworks: situated cognition, ethno-methodology, biological foundations of cognition, distributed cognition and phenomenology. The contributions from these frameworks were grasped in the course of an inquiry in which we seek to compare some features of the interpretative practices of students in different learning environments. The results of the theoretical study, in a continuous dialogue with the investigation practice, were articulated to provide directions to look at the classroom. Cognition, as a knowledge production process, is understood as socially and materially distributed. Then, it is situated, and as a phenomenon, expresses consciousness's action of projecting itself out of the being, constituting the world's objects.
Keywords : learnign environments; situated cognition; phenomenology..