The importance of social relationships: an analysis of the movie "Wonder" based on Vygotsky's learning theory
DOI:
https://doi.org/10.33448/rsd-v12i4.41250Keywords:
Sociocultural theory; Vygotsky; Development.Abstract
The development of a child is conditioned to several factors, among which, according to Vygotsky's Sociocultural Theory, says that social interactions comprise the basis for this development, directly influencing the construction of the individual as an autonomous subject. In this way, this work aimed to analyze the 2017 film “Extraordinário” from the perspective of Lev Vygotsky’s Sociocultural Theory, pointing out aspects and characteristics that directly affect the protagonist of the film. The methodology used then refers to a qualitative research, based on works by Lev Vygotsky and related studies. Auggie, who is a boy who is starting elementary school, finds himself facing the start of his social life. The challenge lies in the fact that Auggie has a genetic flaw that led to a facial deformation, making students and teachers look at him with distinction. Bringing to Vygostsky's theory, through the film it is possible to notice that there is a change in Auggie's entire school and family context. The development does not take place only for the protagonist, but for his surroundings. His parents learn to develop skills that allow Auggie to be more autonomous, since they are overprotective, in addition to learning to deal with their son's evolution. The suffering experienced by the protagonist due to issues such as bullying is another aspect that leads to mobilization on the part of teachers and staff and even other students, bringing a reflection on the relationships built in the environment.
References
Arenare, E. C. C., & de Souza Mól, G. (2020). Contribuições das Ferramentas de Mídia para Inclusão de alunos com Deficiência e sem Deficiência: análise de registros acadêmicos. Research, Society and Development, 9(5), e21953004-e21953004.
Barbosa, S. M. C., da Silva, H. E., da Silva, E. N., & Lima, L. O. F. (2021). Relações subjetivas mediando o processo de constituição docente no espaço não escolar. Research, Society and Development, 10(4), e47710413898-e47710413898.
Bodrova, E. (1997). Key concepts of Vygotsky's theory of learning and development. Journal of Early Childhood Teacher Education, 18(2), 16-22.
Bryan, T. H. (1978). Social relationships and verbal interactions of learning disabled children. Journal of Learning Disabilities, 11(2), 107-115.
de Alencar, E. S., & Almouloud, S. A. (2017). A metodologia de pesquisa: metassíntese qualitativa. Reflexão e Ação, 25(3), 204-220
de Souza Matos, M. A., de Melo, L. C. B., & dos Santos, S. F. (2022). Educação Inclusiva e Educação Especial: uma análise necessária na formação docente. Research, Society and Development, 11(12), e569111234965-e569111234965.
Dörrenbächer, L. M., & Perret-Clermont, A. N. (2018). Vygotsky's sociocultural theory and contributions to the development of social competence. Handbook of Social Competence and Developmental Disabilities, 39-58.
Fiori, R., & Goi, M. E. J. (2021). Teoria de Vygotsky: reflexões sobre o uso do ambiente virtual de aprendizagem e da Resolução de Problemas no Ensino de Química. Research, Society and Development, 10(13), e507101321405-e507101321405.
Fiori, R., & Goi, M. E. J. (2021). Teoria de Vygotsky: reflexões sobre o uso do ambiente virtual de aprendizagem e da Resolução de Problemas no Ensino de Química. Research, Society and Development, 10(13), e507101321405-e507101321405.
Joenk, I. K. (2002). Uma Introdução ao Pensamento de Vygotsky An Introduction to the Thought of Vygotsky. Revista Linhas, 3(1).
Leite, C. A. R., Leite, E. C. R., & Prandi, L. R. (2009). A aprendizagem na concepção histórico-cultural. Akrópolis-Revista de Ciências Humanas da UNIPAR, 17(4).
Martins, J. C. (1997). Vygotsky e o papel das interações sociais na sala de aula: reconhecer e desvendar o mundo. Série Idéias, 28, 111-122.
Martins, M. J. D., & Mogarro, M. J. (2010). A educação para a cidadania no século XXI. Revista Iberoamericana de educación, 52, 185-202.
Meira, M. E. M. (1998). Desenvolvimento e aprendizagem: reflexões sobre suas relações e implicações para a prática docente. Ciência & Educação (Bauru), 5(2), 61-70.
Melo, E. F., & Neto, I. P. F. (2021). Os desafios encontrados na gestão escolar perante os alunos com necessidades especiais. Research, Society and Development, 10(15), e158101524174-e158101524174.
Molina, R. C. M., & Del Prette, Z. A. P. (2006). Funcionalidade da relação entre habilidades sociais e dificuldades de aprendizagem. Psico-USF, 11(1), 53-63.
Nyland, J. J. A. O. L. (2022). Deficiência Intelectual e as tecnologias assistivas no âmbito da educação básica. Research, Society and Development, 11(17), e197111739204-e197111739204.
Orellana, J. D. (2019). The role of intersubjectivity in Vygotsky’s sociocultural theory of human development. Journal of Theoretical and Philosophical Psychology, 39(2), 96-105.
Rodrigues, M. P. (2022). Evolução das matrículas de educação especial na educação infantil, fundamental e médio entre os anos de 2009 a 2020 no Brasil. Research, Society and Development, 11(1), e23811124794-e23811124794.
Shen, Y., & Jin, R. (2012). Learning personal+ social latent factor model for social recommendation. In Proceedings of the 18th ACM SIGKDD international conference on Knowledge discovery and data mining (pp. 1303-1311).
Tacca, M. C. (2006). Aprendizagem e trabalho pedagógico. Linhas Críticas, 12(22), 147-150.
Vygotsky, L. (2018). Lev Vygotsky. La psicología en la Revolución Rusa. Ediciones desde abajo.
Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes (E. Rice, Ed. & Trans.). Harvard University Press.
Vygotsky, L. S. (1978). Socio-cultural theory. Mind in society, 6, 52-58.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L. S. (1987). The collected works of LS Vygotsky: the fundamentals of defectology. Springer Science & Business Media.
Zhang, H., & Meng, L. (2019). Vygotsky's sociocultural theory and its implications for second language learning. Theory and Practice in Language Studies, 9(5), 485-491.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Thainá Lemes Cantuária
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
