Virtual Forum Theater – a computer supported collaborative learning environment for underprivileged children
Resumo
This is an interdisciplinary research and a work in progress where we are trying to understand, investigate, document and critique how children’s learning of expressive arts, argumentation skills, and critical awareness can be augmented or transformed by the use of an on-line Forum Theater environment. The potential of this computer-based educational tool is to provide an open constructionist learning environment, or microworld, in which the learner can safely explore and express his imagination, creativity, language, aesthetics, participatory design, written skills, conflict resolution, role-playing, decision-making, and coordinated teamwork. We are studying the distinctions between learning in a regular drama environment using Theater of the Oppressed (TO) techniques, and an environment that blends drama, TO techniques and the Internet (Virtual Forum Theater learning environment).Referências
Ackermann, E. (2001). "Piaget's Constructivism, Papert's Constructionism: What's the difference?" Retrieved December 20, 2002, from [link]
Ackermann, E. (1999). "Learning Sites: Social and technological Contexts for learning" (Bliss, Light, & Saljo, Eds.) Elsevier: Advances in learning and Instruction. Chap.11. pp. 144-154.
Ackermann, E. (1991). "The Agency model of transaction." In I. Harel & S. Papert (Eds.) Constructionism. Norwood, NJ: Ablex Publishing Company, pp 367-379.
Bauersfeld, H.(1995). The structuring of structures: Development and function of mathematizing as a social practice. In L.P.Steffe & J. Gale (Eds), Constructivism in Education (pp.137-158). Hillsdale, NJ: Lawrence Erlbaum Associates.
Bers, M. (1999). Identity Construction Environments: developing personal and moral values through the design of a virtual city. The Journal of the Learning Sciences. Vol. 10 N 4. NJ: Lawrence Erlbaum. pp 365-415.
Bers, M. (2001). Welcome to Zora. Retrieved December 20, 2002, from [link].
Boal, A. (1983). Theatre of the oppressed. Rio de Janeiro: Civilizacao Brasileira
Boal, A. (1992). Games for actors and non-actors. London: Routledge.
Brecht, B. (1964).Brecht on Theatre. The development of an aesthetic. New York:Hill and Wang.
Bruckman, A. (1998). Community Support for Constructionist Learning. Computer Supported Cooperative Work 7:47-86, 1998.
Bruckman, A. (1999). MooseCrossing. Retrieved December 20, 2002, from [link].
Cavallo, A. (2003). Researching and designing learning environments with internet technology. International Conference on Multimedia and ICTs in Education Badajoz-Spain [link].
Cobb,P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20.
Dewey, J. (1938). Experience and Education. New York: Collier Books.
Doise, W., & Mugny, G. (1984). The social development of the intellect. Oxford: Pergamon.
Duckworth, E. (1978). The African Primary Science Program: an evaluation and extended thoughts. University of North Dakota Press.
Duckworth, E. (1987). “The Having of Wonderful Ideas” and other essays on teaching and learning. New York and London: Teachers College, Columbia University.
Ernest, P. (1995). The one and the many. In L.P.Steffe & J. Gale (Eds), Constructivism in Education (pp.459-486). Hillsdale, NJ: Lawrence Erlbaum Associates.
Forman,E., & Cazden, C. (1985). Exploring Vygotskian perspective in education: The cognitive value of peer interaction. In J. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 323-347). Cambridge, UK: Cambridge University Press.
Freire,P. (1972). Pedagogy of the oppressed. New York: Herder and Herder
Gardner, H. (1973). The Arts and human development. John Wiley & Sons, Inc.
Glesne, C. (1999). Becoming Qualitative Researchers: an introduction. Addison Wesley Longman
Greeno, J. G. (1989). Situations, mental models and generative knowledge. In D. Klahr & K. Kotovksy (Eds.), Complex Information Processing: The impact of Herbert A. Simon (pp. 285-318). Hillsdale, NJ: Lawrence Erlbaum Associates.
Griffin, P, & Cole, M. (1987). New technologies, basic skills, and the underside of education: What's to be done? In J. A. Langer (Ed.), Language, literacy, and culture: Issues of society and schooling (pp. 199-231). Norwood, NJ: Ablex Publishing.
Heathcote, D. (1984 ).Collected writings on education and drama. In Liz Johnson and Cecily O’Neill (Eds). London: Hutchinson.
Koschmann, Timothy, Ed. (1996). CSCL: Theory and Practice. Mahwah, NJ, Lawrence Erlbaum.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Machado, I., Prada, R., & Paiva, A. (2000) TEATRIX: Virtual Environment for Story Creation. In G. Gauthier, C. Frasson, K. VanLehn (eds.), Proceedings of the 5th International Conference on Intelligent Tutoring Systems (ITS 2000), 464-473, Montreal.
Marsella, S., Johnson,W. & LaBore, C.(2000). Interactive pedagogical drama. Proceedings of the 4th international conference on Autonomous agents. ACM Press New York, NY, USA
Maxwell, J. (1996). Qualitative Research Design: an interactive approach. Thousand Oaks, California: Sage Publications, Inc.
Mello, A. (2004). VFT: a CSCL environment for children. Retrieved April, 29 2004, from [link].
Miles, M. & Huberman A. (1994). Qualitative Data Analysis. Beverly Hills, CA: Sage Publications
Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge, UK: Cambridge University Press.
Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. New York: Basic Books.1993 2nd edition
Papert, S. (1990). Introduction to constructionist learning. Cambridge,MA: MIT Media Lab
Papert, S. (1996). The connected family: Bridging the digital generation gap. Atlanta, Georgia: LONGSTREET Press.
Piaget, J. (1977). The essential Piaget. New York: Basic Books, Inc.
Spradley, J. (1980). Participant Observation. Holt, Rinehart and Winston.
Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research: Techniques and procedures for developing grounded theory. Thousand Oaks, Ca. SAGE Publications, Inc.
Suchman, L. (1987). Plans and situated actions: The problem of human/machine communication. Cambridge, UK: Cambridge University Press.
Vygotsky, L. (1971). Psychology of art. Cambridge, MA: MIT Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Way, B. (1967). Development through Drama. Atlantic Highlands, N.J.: Humanities Press.
Ackermann, E. (1999). "Learning Sites: Social and technological Contexts for learning" (Bliss, Light, & Saljo, Eds.) Elsevier: Advances in learning and Instruction. Chap.11. pp. 144-154.
Ackermann, E. (1991). "The Agency model of transaction." In I. Harel & S. Papert (Eds.) Constructionism. Norwood, NJ: Ablex Publishing Company, pp 367-379.
Bauersfeld, H.(1995). The structuring of structures: Development and function of mathematizing as a social practice. In L.P.Steffe & J. Gale (Eds), Constructivism in Education (pp.137-158). Hillsdale, NJ: Lawrence Erlbaum Associates.
Bers, M. (1999). Identity Construction Environments: developing personal and moral values through the design of a virtual city. The Journal of the Learning Sciences. Vol. 10 N 4. NJ: Lawrence Erlbaum. pp 365-415.
Bers, M. (2001). Welcome to Zora. Retrieved December 20, 2002, from [link].
Boal, A. (1983). Theatre of the oppressed. Rio de Janeiro: Civilizacao Brasileira
Boal, A. (1992). Games for actors and non-actors. London: Routledge.
Brecht, B. (1964).Brecht on Theatre. The development of an aesthetic. New York:Hill and Wang.
Bruckman, A. (1998). Community Support for Constructionist Learning. Computer Supported Cooperative Work 7:47-86, 1998.
Bruckman, A. (1999). MooseCrossing. Retrieved December 20, 2002, from [link].
Cavallo, A. (2003). Researching and designing learning environments with internet technology. International Conference on Multimedia and ICTs in Education Badajoz-Spain [link].
Cobb,P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20.
Dewey, J. (1938). Experience and Education. New York: Collier Books.
Doise, W., & Mugny, G. (1984). The social development of the intellect. Oxford: Pergamon.
Duckworth, E. (1978). The African Primary Science Program: an evaluation and extended thoughts. University of North Dakota Press.
Duckworth, E. (1987). “The Having of Wonderful Ideas” and other essays on teaching and learning. New York and London: Teachers College, Columbia University.
Ernest, P. (1995). The one and the many. In L.P.Steffe & J. Gale (Eds), Constructivism in Education (pp.459-486). Hillsdale, NJ: Lawrence Erlbaum Associates.
Forman,E., & Cazden, C. (1985). Exploring Vygotskian perspective in education: The cognitive value of peer interaction. In J. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 323-347). Cambridge, UK: Cambridge University Press.
Freire,P. (1972). Pedagogy of the oppressed. New York: Herder and Herder
Gardner, H. (1973). The Arts and human development. John Wiley & Sons, Inc.
Glesne, C. (1999). Becoming Qualitative Researchers: an introduction. Addison Wesley Longman
Greeno, J. G. (1989). Situations, mental models and generative knowledge. In D. Klahr & K. Kotovksy (Eds.), Complex Information Processing: The impact of Herbert A. Simon (pp. 285-318). Hillsdale, NJ: Lawrence Erlbaum Associates.
Griffin, P, & Cole, M. (1987). New technologies, basic skills, and the underside of education: What's to be done? In J. A. Langer (Ed.), Language, literacy, and culture: Issues of society and schooling (pp. 199-231). Norwood, NJ: Ablex Publishing.
Heathcote, D. (1984 ).Collected writings on education and drama. In Liz Johnson and Cecily O’Neill (Eds). London: Hutchinson.
Koschmann, Timothy, Ed. (1996). CSCL: Theory and Practice. Mahwah, NJ, Lawrence Erlbaum.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Machado, I., Prada, R., & Paiva, A. (2000) TEATRIX: Virtual Environment for Story Creation. In G. Gauthier, C. Frasson, K. VanLehn (eds.), Proceedings of the 5th International Conference on Intelligent Tutoring Systems (ITS 2000), 464-473, Montreal.
Marsella, S., Johnson,W. & LaBore, C.(2000). Interactive pedagogical drama. Proceedings of the 4th international conference on Autonomous agents. ACM Press New York, NY, USA
Maxwell, J. (1996). Qualitative Research Design: an interactive approach. Thousand Oaks, California: Sage Publications, Inc.
Mello, A. (2004). VFT: a CSCL environment for children. Retrieved April, 29 2004, from [link].
Miles, M. & Huberman A. (1994). Qualitative Data Analysis. Beverly Hills, CA: Sage Publications
Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge, UK: Cambridge University Press.
Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. New York: Basic Books.1993 2nd edition
Papert, S. (1990). Introduction to constructionist learning. Cambridge,MA: MIT Media Lab
Papert, S. (1996). The connected family: Bridging the digital generation gap. Atlanta, Georgia: LONGSTREET Press.
Piaget, J. (1977). The essential Piaget. New York: Basic Books, Inc.
Spradley, J. (1980). Participant Observation. Holt, Rinehart and Winston.
Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research: Techniques and procedures for developing grounded theory. Thousand Oaks, Ca. SAGE Publications, Inc.
Suchman, L. (1987). Plans and situated actions: The problem of human/machine communication. Cambridge, UK: Cambridge University Press.
Vygotsky, L. (1971). Psychology of art. Cambridge, MA: MIT Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Way, B. (1967). Development through Drama. Atlantic Highlands, N.J.: Humanities Press.
Publicado
31/07/2004
Como Citar
CAVALLO, Alice C. Mello; COUCH, Alva L..
Virtual Forum Theater – a computer supported collaborative learning environment for underprivileged children. In: SEMINÁRIO INTEGRADO DE SOFTWARE E HARDWARE (SEMISH), 31. , 2004, Salvador/BA.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2004
.
p. 41-55.
ISSN 2595-6205.
