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Vygotsky

Posted by Toni on 17th September and posted in Uncategorized

With creativity, with innovation, the work paved in these references will truily contribute for the reach of the considered objectives to innovate. The interpretation of psicopedagogo introduces one another image, one another symbol. It is important that all of an institution if speak so that they can be listened to and create what he is next to the Real. Additional information at New York University supports this article. Many times if close in a world from fear to receive what gift becomes. It questions not to make possible that it enters in the psicopedaggico circuit what it conserves with more affection: its ideal images. They paralyze the process of learning of the new not to lose its ideals.

In such a way I retake some ideas displayed for Vygotsky and remembered for I water: The postulates of Vygotsky seem to point with respect to the necessity of creation of a well different school of that we know. One school where the people they can to dialogue, to doubt, to argue, to question and to share to know. Where it has space stops transformations, stop the mutual contribution and for the creativity. A school where professors and pupils have autonomy, can think, reflect on its proper process of construction of knowledge and have access the new information. (2001, p.118) Our schools of today continue teaching the same industrial values that would serve during the industrial years and that they are total countyer-productive in the postindustrial society (or society of the knowledge, name that many also attribute to the new times where we live). Which then the emergent values in this new postindustrial society? The creativity Is almost certain that this value is the intellectual value following in importance, without a doubt none, for the creativity. The creativity is one of the maximum values at this time where we live because, what more it is consumed at this moment are ideas.

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