Resumo

ELICHIRY, Nora Emilce et al. Learning Systems And School inclusion: Cognitive Processes and interactivity. Anu. investig. [online]. 2005, vol.12, pp.53-58. ISSN 1851-1686.

The purpose of this line of research in Educational Psychology is to identify the elements that favor school's inclusion. This study aims to examine activities and learning systems permitting to describe the relationships between two different quotidian educational environments: school and family. It undertakes the description and analysis of the continuity-discontinuity lines that exist between them. In order to do that, two different topics have been given a special significance: "homework" and existing "tutoring practices". Both of them are considered as daily interaction spaces between students, teachers and parents. Here, a special care is given to the psychological analysis referred to the cognitive processes involved in different learning activities in their contexts. The investigation is focused on the study of the firsts levels of elementary and high school education, given the high ratio of "school failure" found there.

Palavras-chave : Situated cognition; Homework; Tutoring practices; And home-school relationships.

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