Animating mastery. Navigational play as integrative learning.

Autor/inn/en	Underwood, Charles; Mahmood, Mara Welsh; Pranzetti, Dirce M. F.; Toloza De O. Costa, Maria Cecília
Titel	Animating mastery. Navigational play as integrative learning.
Quelle	In: International journal for research on extended education, 4 (2016) 1, S. 85-102 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v4i1.24777
URN	urn:nbn:de:0111-pedocs-229008
Schlagwörter	Spielerisches Lernen; Informelle Bildung; Soziokulturelle Aktivität; Mediation; Zwischenmenschliche Beziehung; Soziale Integration; Computerspiel; Habitus; Obdachloser; Straßenkind; Brasilien
Abstract	This research examines mediational processes in digital activities at Projeto Clicar, a program designed to promote the social inclusion of children living and working on the streets of São Paulo, Brasil. It offers a cognitive ethnography of how the program's particular relational habitus, or pedagogical frame, shapes children's participatory appropriation through navigational play in digital learning activities that provide for an integrative sociocultural learning process. Making the relational habitus explicit enables us to observe and clarify the mediational tools and pedagogical strategies that shape children's navigational play and their ultimate participatory appropriation of program activities, as well as their sense of social inclusion among a community of learners. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4