overcoming social blindness through the activity theory

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Overcoming social blindness

through the Activity TheoryPHILIPE ARAJO; RAFAELLY SILVA; YURI ARAUJO.


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PART 1: The Law in Brazil


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Art. 1 Ficam estabelecidas normas gerais que asseguram o plenoexerccio dos direitos individuais e sociais das pessoas portadorasde deficincias, e sua efetiva integrao social, nos termos destaLei.

Art. 2 Ao Poder Pblico e seus rgos cabe assegurar s pessoasportadoras de deficincia o pleno exerccio de seus direitos

bsicos, inclusive dos direitos educao, sade, ao trabalho,ao lazer, previdncia social, ao amparo infncia e maternidade, e de outros que, decorrentes da Constituio e dasleis, propiciem seu bem-estar pessoal, social e econmico.

LEI N 7.853


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DECRETO 914/93.

III - incluir a pessoa portadora de deficincia, respeitadas, as suaspeculiaridades, em todas as iniciativas governamentaisrelacionadas educao, sade, trabalho, edificao pblica,seguridade social, transporte, habitao, cultura, esporte e lazer.


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PART II: The Activity Theory


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Lev Vygotsky (1934)

MediationArtifactsCulture.

Leontiev (1978)

The concept of Activity.

Engestrm (1999)

Relation between the activities: systems of activities.

CommunityRulesDivision of Labour.


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The Human Activity Structure


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Components:

Subjects: agents, the doers of the activity.

Community: anyone who is under the impact of the activity.

Division of Labour: each ones tasks.

Rules.

Object: the thing that will satisfy every ones necessity.

Mediating tools and artifacts: all the instruments we use to reach thobject.(physical tools and others).

Outcome: the results after the realization of the activity.


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Genres:

Linguistic tools for the activity to succeed.

After determining the activity, it is time to select the genres whichare going to be necessary for it to happen.

Social Activity: Shopping. Genres: ___.

Social Activity: Going to the Museum. Genres: ___. Social Activity: Going to school. Genres: ___.


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Language Capacities:

Capacity to Act:

Who? Where? When? Why?

Discoursive Capacity:

How is the text organized? What are the main ideas? What is thesequence of the facts?

Linguistic-Discoursive Capacity:Cohesion, coherence, connectors, verbs, expressions, modalization,etc.


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Lets see an example


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Social Activity: Listening to an

English podcast.


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Components: Subjects:

Listeners, interviewer, interviewee.

Community:Listeners, families, school, teachers, etc.

Division of Labour:

The listeners listen to the podcast, discuss it, express their opinions, answerquestions asked by the teacher.

Rules:

They can listen to the podcast twice, pay attention to the podcast, respe

speech turns and opinions. Object:

To be able to understand a podcast in English.

Mediating tools and artifacts:

The computer, the speakers, the language, etc.


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Genre

Main genre:Podcast interview.


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CapacitiesOf Action:

Who uses podcasts? Anybody who has internet connection

Where do we find podcasts? On websites.

When do we listen to a podcast? When we seek more informationabout something or someone, or check others opinion aboutsomething which interests us.

Why? To get information about a specific topic


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CapacitiesDiscoursive:

How is the text organized? usually by a set of questions and answer

or a serie of statements and opinions where each speaker has theirturns.

What are the main ideas? They discuss the topic.

What is the sequence of the facts? Usually it starts with introductionand presentations of the interviewer and other participants. Theymove either to Q.A about a very specific topic, or each one states

his/her opinion first and wait for judments or comments.It ends witha summarising of the whole conversation and the final results orideas.


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CapacitiesLinguistic-Discoursive:

Adjectives: the way they feel.Adverbs: the importance to the genre.Connectors: how do they use it?


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PART III: Group ActivityNOW IT TURNS TO YOU! LETS WORK TOGETHER TO CREATE AN ACTIVITYPLAN!


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SOCIAL ACTIVITY: choose onebased on a social need.


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Genres:

Which genres are necessary for the development of your activity?


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Language Capacities

Capacity of Action. Discoursive Capacity.

Linguistic-Discoursive Capacity.


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Thank you!


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References

LIBERALI, F. Atividade Social nas Aulas de Lngua Estrangeira. SoPaulo: Moderna, 2009.

ARRUDA, N. Atividade de Ensino e Aprendizagem de Lngua Inglesadesafios na construo da cidadania. So Paulo: PUC, 2006.

SILVA, R. A. Oficina Pedaggica: necessidades e objeto daatividade em contradio. So Paulo: PUC, 2006.

http://www.planalto.gov.br/ccivil_03/decreto/d0914.htm http://www.planalto.gov.br/ccivil_03/leis/l7853.htm
http://www.planalto.gov.br/ccivil_03/decreto/d0914.htmhttp://www.planalto.gov.br/ccivil_03/leis/l7853.htmhttp://www.planalto.gov.br/ccivil_03/leis/l7853.htmhttp://www.planalto.gov.br/ccivil_03/leis/l7853.htmhttp://www.planalto.gov.br/ccivil_03/decreto/d0914.htmhttp://www.planalto.gov.br/ccivil_03/decreto/d0914.htm

overcoming social blindness through the activity theory

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