Resumo

MATTA, Isabel. Aprender vivendo: As experiências de vida no desenvolvimento e na aprendizagem. Aná. Psicológica [online]. 2004, vol.22, n.1, pp.73-80. ISSN 0870-8231.

Current perspectives in Psychology present significant progress in terms of the theorisation of the relations between socio-cultural factors and cognition. The idea that these factors are inseparable is widely agreed upon, but the ways in which their intersections are explained has varied among authors. Most studies have oscillated between the study of social practices and the mind of the child. We are concerned with studying the child in a socio-cultural world, acting and understanding, becoming a competent participant in socio-cultural events, and the cognitive consequences of this participation. The focus is on the child with an emerging vision of reality and the means (s)he uses to interpret and (re)construct that reality. We argue that the modes of schematic representation of life experiences provide a structure that enables communication and mutual understanding (social activity), and are also mediating instruments of cognitive activity. In this process, necessarily associated with language processes, narrative plays a central role. Starting as an organiser of the communication of lived experience, it quickly becomes a cognitive organiser. The theoretical discussion will be supported by data from empirical studies which we have undertaken.

Palavras-chave : Cognitive development; general event representations; development of narrative.

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