<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.Philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872011000100004</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2011.00004</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The community of philosophical inquiry as a social and cognitive matrix]]></article-title>
<article-title xml:lang="es"><![CDATA[La comunidad de investigación filosófica como matriz social y cognoscitiva]]></article-title>
<article-title xml:lang="pt"><![CDATA[A comunidade de investigação filosófica como uma matriz social e cognitiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Striano]]></surname>
<given-names><![CDATA[Maura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Naples Federico II  ]]></institution>
<addr-line><![CDATA[Napoli NA]]></addr-line>
<country>Italy</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2011</year>
</pub-date>
<volume>7</volume>
<numero>13</numero>
<fpage>91</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872011000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872011000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872011000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: According to Matthew Lipman, the community of philosophical inquiry can be understood as a social matrix generating a variety of social relationships and building up the framework of the cognitive matrices whose outcomes are cognitive relationships. From this perspective, the community, intended both as an existential as well as a social structure, is the ground for the emergence and development of complex thinking involving both critical, creative and caring cognitive processes. A community goes back to a pattern of relationships and interactions built on the recognition and acceptance of a cultural, ideological, religious or social reference with which the members of the group identify, and which represents the reason for them to form as a group. Communities generate relationships of commitment, sharing, and understanding that are the ground of caring thinking habits, but they are also the generative context of a process of continuous building/re-building/validation of shared meanings and sensibilities which is the ground for critical thinking. In a community context the dynamic between individual-individual and individual-community is both the expression and the management of conflict and opposition, and the construction of new existential, expressive and cognitive forms that allow for the emergence of thoughts capable of composition, integration, qualitative leaps, and surpassing and transcending phases therefore generating creative forms of thinking. As such, the community of philosophical inquiry represents a socio-relational matrix that is inseparably both epistemic and existential, and which reverberates along new links that build up between objects, between people, and within the world in a continuous circuit, and in which new senses and meanings are always being generated. For these reasons it can be extended to many other contexts other than those involving the teaching of complex thinking to children and adolescents, including a community development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Seg&#250;n Matthew Lipman, la comunidad de investigaci&#243;n filos&#243;fica puede ser entendida como matriz social que genera una variedad de relaciones sociales y que aumenta el marco de las matrices cognoscitivas cuyos resultados son relaciones cognoscitivas. Desde esta perspectiva, la comunidad, entendida como estructura existencial tanto como estructura social, es la base para la aparici&#243;n y el desarrollo de procesos cognoscitivos complejos que implican procesos cognitivos cr&#237;ticos, creativos y de cuidado. Una comunidad vuelve a una medida de relaciones y de interacciones construidas a partir del reconocimiento y la aceptaci&#243;n de una referencia cultural, ideol&#243;gica, religiosa o social con la cual los miembros del grupo se identifican, y que representa su raz&#243;n para estar formando un grupo. Las comunidades generan relaciones de compromiso, compartiendo, y entendiendo que son la base para h&#225;bitos de pensamiento cuidadoso, pero que son tambi&#233;n el contexto generativo de un proceso de continua construcci&#243;n, validaci&#243;n y revalidaci&#243;n de los significados y sensibilidades compartidos que son la base del pensamiento cr&#237;tico. En un contexto de comunidad la din&#225;mica entre individual-individual e individual-comunidad es tanto la expresi&#243;n y la gerencia del conflicto y la oposici&#243;n, como la construcci&#243;n de nuevas formas existenciales, expresivas y cognoscitivas que permitan la aparici&#243;n de pensamientos capaces de composici&#243;n, de integraci&#243;n, de saltos cualitativos, y de sobrepasar y trascender fases, generando, as&#237;, formas creativas de pensar. Como tal, la comunidad de investigaci&#243;n filos&#243;fica representa una matriz socio-relacional inseparable en lo epist&#233;mico y existencial, y que reverbera a lo largo de los nuevos acoplamientos que se construyen entre objetos, personas y el mundo en un circuito continuo, en el que nuevos sentidos y significados se est&#225;n generando siempre. Por esas razones puede ser ampliada a muchos otros contextos que los que implican ense&#241;anza de pensamiento complejo a ni&#241;os y adolescentes, incluyendo un desarrollo comunitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: De acordo com Matthew Lipman, a comunidade de investiga&#231;&#227;o filos&#243;fica pode ser entendida como uma matriz social que gera uma variedade de rela&#231;&#245;es sociais e desenvolve o marco das matrices cognitivas, cujos resultados s&#227;o rela&#231;&#245;es cognitivas. A partir desta perspectiva, a comunidade, entendida como uma estrutura tanto existencial como social, &#233; a base para a emerg&#234;ncia e o desenvolvimento do pensamento complexo, que envolve os processos cognitivos cr&#237;ticos, criativos e de cuidado. Uma comunidade volta ao plano das rela&#231;&#245;es e intera&#231;&#245;es desenvolvidas pelo reconhecimento e aceita&#231;&#227;o das refer&#234;ncias culturais, ideol&#243;gicas, religiosas e sociais, plano com o qual cada membro do grupo se identifica, e que mostra as raz&#245;es deles para formar um grupo. As comunidades geram rela&#231;&#245;es de engajamento, compartilhamento e entendimento que s&#227;o a base para o h&#225;bito do pensamento cuidadoso, mas elas s&#227;o tamb&#233;m o contexto que gera processos de cont&#237;nuas constru&#231;&#245;es, re-constru&#231;&#245;es e valida&#231;&#245;es dos sentidos e sensibilidades compartilhados, que s&#227;o a base para o pensamento cr&#237;tico. Em um contexto de comunidade, a din&#226;mica entre individual-individual e individual-grupo &#233; tanto a express&#227;o quanto a administra&#231;&#227;o de conflito e oposi&#231;&#227;o, e a constru&#231;&#227;o de novas formas de exist&#234;ncia, express&#227;o e cogni&#231;&#227;o que permitem o surgimento de pensamentos capazes de composi&#231;&#227;o, integra&#231;&#227;o, salto qualitativo, superando e transcendendo fases, gerando, ent&#227;o, criativas formas de pensar. Como tal, a comunidade de investiga&#231;&#227;o filos&#243;fica representa uma martriz socio-relacional que &#233; insepar&#225;vel no epist&#234;mico e no existencial, e que reverbera com novas conex&#245;es que se constr&#245;em entre objetos, pessoas e o mundo em permanente circuito, as quais permitem a gera&#231;&#227;o continua de novos sentidos e significados. Por essas raz&#245;es, a comunidade pode ser estendida a muitos outros contextos diferentes daqueles que envolvem o ensino do pensamento complexo a crian&#231;as e adolescentes, incluindo um desenvolvimento comunit&#225;rio.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[community]]></kwd>
<kwd lng="en"><![CDATA[philosophical inquiry]]></kwd>
<kwd lng="en"><![CDATA[complex thinking]]></kwd>
<kwd lng="en"><![CDATA[social matrix]]></kwd>
<kwd lng="en"><![CDATA[social relationships]]></kwd>
<kwd lng="en"><![CDATA[cognitive relationships]]></kwd>
<kwd lng="es"><![CDATA[investigación filosófica]]></kwd>
<kwd lng="es"><![CDATA[pensamiento complejo]]></kwd>
<kwd lng="es"><![CDATA[matriz social]]></kwd>
<kwd lng="es"><![CDATA[relaciones sociales, relacionales y cognitivas]]></kwd>
<kwd lng="pt"><![CDATA[comunidade]]></kwd>
<kwd lng="pt"><![CDATA[investigação filosófica]]></kwd>
<kwd lng="pt"><![CDATA[pensamento complexo]]></kwd>
<kwd lng="pt"><![CDATA[matriz social]]></kwd>
<kwd lng="pt"><![CDATA[relações sociais]]></kwd>
<kwd lng="pt"><![CDATA[relações cognitivas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[J.S.]]></given-names>
</name>
<name>
<surname><![CDATA[Collins]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Duguid]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Situated Cognition and the Culture of Learning]]></article-title>
<source><![CDATA[EDUCATIONAL RESEARCHER]]></source>
<year></year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>32-42</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bruner]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Acts of Meaning]]></source>
<year></year>
<publisher-loc><![CDATA[Harvard ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Buber]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[I and Thou]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Scribner's Sons]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Buber]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Between Man and Man]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cosentino]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Oliverio]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Comunità di ricerca filosofica e formazione. Pratiche di coltivazione del pensiero]]></source>
<year></year>
<publisher-loc><![CDATA[Napoli ]]></publisher-loc>
<publisher-name><![CDATA[Liguori]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Qualitative Thought]]></article-title>
<source><![CDATA[Philosophy and Civilization]]></source>
<year></year>
<page-range>93-116</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Minton, Balch &amp; C]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Art as Experience]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Minton, Balch &amp; C]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bentley]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Knowing and the Known]]></source>
<year></year>
<publisher-loc><![CDATA[Boston ]]></publisher-loc>
<publisher-name><![CDATA[Beacon Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Collected Works of John Dewey, 1882-1953]]></source>
<year></year>
<publisher-loc><![CDATA[Carbondale ]]></publisher-loc>
<publisher-name><![CDATA[Southern Illinois University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fabbrichesi]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Body of the Community: Peirce, Royce, and Nietzsche]]></article-title>
<source><![CDATA[EUROPEAN JOURNAL OF PRAGMATISM AND AMERICAN PHILOSOPHY]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garrison]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Dewey, Qualitative Thought, and Context]]></article-title>
<source><![CDATA[INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES]]></source>
<year></year>
<volume>9</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>391-410</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hildebrand]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Genuine Doubt and the Community in Peirce's Theory of Inquiry]]></article-title>
<source><![CDATA[SOUTHWEST PHILOSOPHY REVIEW]]></source>
<year></year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>33-43</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lave]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wenger]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Situated Learning: Legitimate Periperal Participation]]></source>
<year></year>
<publisher-loc><![CDATA[Cambridge, UK ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophy Goes to School]]></source>
<year></year>
<publisher-loc><![CDATA[Philadelphia ]]></publisher-loc>
<publisher-name><![CDATA[Temple University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Thinking in Education]]></source>
<year></year>
<publisher-loc><![CDATA[Cambridge, Mass. ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Philosophy for Children and Critical Thinking]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Thinking Children and Education]]></source>
<year></year>
<page-range>682-84</page-range><publisher-loc><![CDATA[Dubuque ]]></publisher-loc>
<publisher-name><![CDATA[Kendall Hunt]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Moral Education, Higher-order Thinking and Philosophy for Children]]></article-title>
<source><![CDATA[EARLY CHILD DEVELOPMENT AND CARE]]></source>
<year></year>
<volume>107</volume>
<page-range>61-70</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mead]]></surname>
<given-names><![CDATA[G.H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mind, Self, and Society]]></source>
<year></year>
<publisher-loc><![CDATA[Chicago ]]></publisher-loc>
<publisher-name><![CDATA[University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mezirow]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Transformative Dimensions of Adult Learning]]></source>
<year></year>
<publisher-loc><![CDATA[San Francisco ]]></publisher-loc>
<publisher-name><![CDATA[Jossey Bass]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Milani]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[I care ancora. Inediti, lettere, appunti e carte varie]]></source>
<year></year>
<publisher-loc><![CDATA[Bologna ]]></publisher-loc>
<publisher-name><![CDATA[EMI]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mortari]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[La pratica dell'aver cura]]></source>
<year></year>
<publisher-loc><![CDATA[Milano ]]></publisher-loc>
<publisher-name><![CDATA[Bruno Mondadori]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Peirce]]></surname>
<given-names><![CDATA[C.S]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Fixation of Belief]]></article-title>
<source><![CDATA[POPULAR SCIENCE MONTHLY]]></source>
<year></year>
<numero>12</numero>
<issue>12</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Peirce]]></surname>
<given-names><![CDATA[C. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Collected Papers of Charles Sanders Peirce]]></source>
<year></year>
<publisher-loc><![CDATA[Cambridge, Mass ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perkins]]></surname>
<given-names><![CDATA[D.N]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Person-plus: A Distributed View of Thinking and Learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Salomon]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[Distributed Cognitions: Psychological and Educational Considerations]]></source>
<year></year>
<page-range>88-110</page-range><publisher-loc><![CDATA[Cambridge UK ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Striano]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Formazione e pensiero complesso]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Orefice]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Formazione e processo formativo, ipotesi interpretative]]></source>
<year></year>
<page-range>167-86</page-range><publisher-loc><![CDATA[Milano ]]></publisher-loc>
<publisher-name><![CDATA[Franco Angeli]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Striano]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Philosophical Inquiry as a Practice for Social Development]]></article-title>
<source><![CDATA[CHILDHOOD &amp; PHILOSOPHY]]></source>
<year></year>
<numero>11</numero>
<issue>11</issue>
<page-range>55-66</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vygotsky]]></surname>
<given-names><![CDATA[L.S]]></given-names>
</name>
</person-group>
<source><![CDATA[Mind in Society: The Development of Higher Psychological Processes]]></source>
<year></year>
<publisher-loc><![CDATA[Cambridge Mass. ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
