Interfaces entre a Teoria de Raymond Duval e de Jerome Bruner

Abstract

Raymond Duval is a French author, philosopher, psychologist and professor who proposes a form of learning based on a thesis of (semiotic) registers that will be discussed in more detail in this article. This interface shows many congruences with the theory of another very influential psychologist in the field of learning, the American Jerome Bruner, whose experiments will bring these congruences to light. The use of concrete experiences in the learning of subjects with abstract concepts is a pedagogical approach that emphasizes the importance of connecting theoretical concepts to practical and real situations. This methodology is based on the idea that learning becomes more meaningful and lasting when students can relate what they are studying to tangible experiences. In addition, there are several possible associations in the fields of learning study, such as the Theory of semiotic representation registers, Duval 1998. For Duval (1998, p.140) “The relations existing between two terms (object and representation) are the central notions for all analysis of knowledge”. The representation of an object and the conversion of register representations significantly increases the scope of what we will call in this article: Mathematical practice, in order to apply in an intertextual manner analogous to itself, the object of the article. Decades have passed since the beginning of a revolution in psychology that focused on the study of the mind and its social constitution, different meanings can be attributed to the expression “social minds” (Jerome Bruner, 1915). Below, an initial approach will be made based on the works of Jerome Brunner and Raymond Duval.