La construcción de identidad personal es un proceso evolutivo. Escasas investigaciones estudian este proceso en la infancia. El objetivo de esta investigación es describir la construcción de ...identidad personal de niños y adolescentes entre 6 y 18 años, desde un enfoque constructivista evolutivo. Se realiza un análisis temático de narrativas autobiográficas escritas por 119 niños y adolescentes. Los resultados se organizaron en torno a tres dimensiones de la identidad personal: unidad de identidad, integración de identidad, integración con otros; observándose que desde la infancia hay un reconocimiento personal, luego se integran diferentes eventos vitales significativos y en la adolescencia se complejiza su construcción, incorporando mayor reflexión y aspectos ideológicos. Se discuten implicancias para favorecer un desarrollo adaptativo de la identidad en todas las edades, validando diversidad de opciones.
The scientific revolutions of the early decades of the Twentieth century challenged the principles of the classical paradigm of science and nature. Maria Montessori deeply understood these ...revolutions, and realized the need for a new paradigm, able to overcome the thinking by dichotomies (object/subject, mind/body, organism/environment, species/ecosystem, nature/culture, res cogitans/res extensa). She anticipated in her theory and in her pedagogical and social action the features of a relational, systemic and evolutionary epistemology, which would later have developed starting from the last decades of the century: an epistemology of complexity, within a planetary humanistic horizon. This is the epistemological and humanistic horizon in which Maria Montessori introduced her idea of a "cosmic child" and "cosmic education", and in whose mirror today we can reinterpret and regenerate her idea. Keywords. Complexity - System - Autonomy - Cosmic Child - Humanism
El presente trabajo, tiene el objetivo de realizar un análisis desde el punto de vista de la evolución y aparición del pensamiento en el ser Humano y su estructura de conocimiento, sus diferentes ...desarrollos en las etapas de la humanidad y su historia. El hecho del sujeto y el objeto en la relación de aprendizaje como forma sistémica y reflexiva que va adquiriendo maneras de significaciones, hasta llegar a un avance donde el pensamiento busca reinterpretar y decodificar las ideas del mundo y del hombre (Objeto y Sujeto) de una manera más estructurada, con base a una forma de equilibración y adaptabilidad tomando en cuenta a la teoría Piagetiana, así como la realidad pensante actual, de cómo vamos formando los nuevos conocimientos y decodificaciones, sus verdaderos significados para nuestro mundo científico-técnico, abierto a un nuevo lenguaje y a una nueva forma de pensar en el mundo Las características ónticas del ser humano nos hacen ver es un Ser de opciones y que está abierto a las diferentes formas para adquirir y decodificar el conocimiento, entre las que se destacan en un primer momento son: "cultura y educación"; la cultura es la que enriquece, la que pone las diferentes formas de transmisión del conocimiento, en forma oral, escrita y de otras maneras en las que nuestro cerebro sabe decodificar sus realidades a partir de los elementos primordiales que solamente ella conoce.
The study aimed to analyze the results from the exploration of the diet consumed by children aged 3 to 6 years and the balanced diet recommended for preschoolers according to the National Institute ...of Nutrition (NIN). It is based on the foundations of Child Nutrition in accordance with the level of Venezuelan Initial Education, nutritional indications of the INN, Piaget's Psychogenetic Theory and its relationship with nutrition for the preoperational stage. The study is descriptive, based on a cross-sectional study of representative samples based on the type of field research. Its design is non-experimental, cross-sectional with an intentional or non- probabilistic sample composed of children in early childhood education aged 3 to 6 years old, preschool students who are not enrolled in the internal food service. The sample was approached through estimating scale instruments, anecdotal record and note taking, the following findings being obtained: consumption of the Group of Vegetable Fats and Oils represented by "fried-food"-type cooking food and the Sugar, Honey and Sugarloaf Group represented by "candy"-type food predominated in the diet of students in a pronounced way in relation to the other observed food groups which were registered among the parameters recommended by the theoretical sources.
The problems addressed in this article are the transition from the Piagetian clinical method to the so-called critical method, that is, the use of objects manipulated by both the experimenter and the ...child, and the study of the role of Piaget’s female collaborators––in particular Alina Szeminska and Bärbel Inhelder––in the establishment of the critical method. Several authors suggested that Inhelder was behind certain Piagetian experimental devices and the critical method. To evaluate this thesis, we used segment analysis, dealing with the isolable, relevant, and necessary parts of an experiment. Intensive research into Piaget’s research data and publications from the 1920s, compared with the early publications of Szeminska and Inhelder, showed that it was Piaget who, as early as 1922, made the transition from the clinical to the critical method and invented a number of experimental setups, including those attributed to Inhelder. On the other hand, Szeminska appeared as the creator of her experimental design. To interpret this situation, we used the concept of research culture and the focus shifted from priority issues to methodological and social practices: Piaget’s students had to appropriate his research culture, a “system of methods” in a dynamic relationship. This enabled their inclusion into his research programs by learning to create new devices and thus become autonomous disciples. Piaget adopted a strategy of generosity, making available to his students research directions that he had already dealt with, on which they specialized and which he had given priority, thus helping them in their careers. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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The paper presents part of a study substantiated on the Piagetian theory and investigations about the construction of social knowledge, and the study goal is to examine the ideas of children and ...adolescents about violence. The study was conducted with 40 subjects aged between 6 and 15 years. In this paper we present data obtained from one of the methodological tools used in the research--a drawing of a person who is suffering violence and another one that does not suffer. Results indicate that the drawings of most subjects fail to portray the phenomenon of violence in all its complexity. There is a tendency to associate it with only the most visible and concrete aspects of the situations or conflicts portrayed, focusing on an elementary level of understanding of social reality. Key words: violence; social knowledge; Piagetian theory; drawing. O artigo apresenta parte de uma pesquisa ancorada na teoria piagetiana e nas pesquisas referentes a construcao do conhecimento social, cujo objetivo central consistiu em investigar as ideias de criancas e adolescentes a respeito da violencia. Participaram da pesquisa 40 sujeitos entre 6 e 15 anos e, no presente texto, apresentamos os dados obtidos a partir de um dos instrumentos metodologicos utilizados na pesquisa: uma proposta de desenho sobre uma pessoa que sofre violencia e outra que nao sofre. Os resultados indicam que os desenhos da maioria dos sujeitos nao conseguem retratar o fenomeno da violencia em sua complexidade. Ha tendencia a associa-la somente a aspectos mais visiveis e concretos das situacoes ou conflitos retratados, concentrando-se no nivel mais elementar de compreensao da realidade social. Palavras chave: violencia; conhecimento social; teoria piagetiana; desenhos. El articulo presenta parte de una investigacion basada en la teoria piagetiana y en las investigaciones referentes a la construccion del conocimiento social, cuyo objetivo central consistio en investigar las ideas de ninos y adolescentes con respecto a la violencia. Participaron en el estudio 40 personas entre 6 y 15 anos y, en el presente texto, presentamos los datos obtenidos a partir de uno de los instrumentos metodologicos utilizados en la investigacion: una propuesta de dibujo sobre una persona que sufre violencia y otra que no sufre. Los resultados indican que los dibujos de la mayoria de los sujetos no logran retratar el fenomeno de la violencia en su complejidad. Hay una tendencia a asociarla solamente con aspectos mas visibles y concretos de las situaciones o conflictos retratados, que se concentran en el nivel mas elemental de comprension de la realidad social. Palabras clave: violencia; conocimiento social; teoria piagetiana; dibujos.
The paper presents part of a study substantiated on the Piagetian theory and investigations about the construction of social knowledge, and the study goal is to examine the ideas of children and ...adolescents about violence. The study was conducted with 40 subjects aged between 6 and 15 years. In this paper we present data obtained from one of the methodological tools used in the research--a drawing of a person who is suffering violence and another one that does not suffer. Results indicate that the drawings of most subjects fail to portray the phenomenon of violence in all its complexity. There is a tendency to associate it with only the most visible and concrete aspects of the situations or conflicts portrayed, focusing on an elementary level of understanding of social reality.
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