Danila Ribeiro Gomes
Biographic Data
| ID | 3881218 |
|---|---|
| NAME | Danila Ribeiro Gomes |
| GIVEN NAMES | Danila Ribeiro |
| FAMILY NAME | Gomes |
| SIGNATURE | GOMES D R |
| AFFILIATIONS | Universidade Federal de Viçosa |
| ORCID | 0000-0003-0312-8299 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Cultural-historical reflection on learning, place, and legacy of Vygotsky
Context and relevance. This reflective paper explores the significance of personal academic experience in advancing understanding of Cultural-Historical Theory (CHT) and Activity Theory (AT). Objective. Drawing on Rolfe’s (2001) reflective framework of What? So What? Now What? the paper situates the ten authors' participation in the Summer University and a visit to Lev Vygotsky’s grave as moments of both intellectual and affective engagement with…
Educação do Campo como expressão do legado de Paulo Freire
Countryside education in Brazil is a demand and result of the political struggle undertaken by the people who work and fight for the land, such as quilombolas, riverside dwellers, forest people, indigenous people, peasants, landless people, among others. Its origin and theoretical and methodological assumptions have roots in the field of Popular Education formulated in Brazil, with Paulo Freire as its main reference. In the school context, Countr…
No prominent works on this page.
Educação do Campo como expressão do legado de Paulo Freire
Countryside education in Brazil is a demand and result of the political struggle undertaken by the people who work and fight for the land, such as quilombolas, riverside dwellers, forest people, indigenous people, peasants, landless people, among others. Its origin and theoretical and methodological assumptions have roots in the field of Popular Education formulated in Brazil, with Paulo Freire as its main reference. In the school context, Countr…
Cultural-historical reflection on learning, place, and legacy of Vygotsky
Context and relevance. This reflective paper explores the significance of personal academic experience in advancing understanding of Cultural-Historical Theory (CHT) and Activity Theory (AT). Objective. Drawing on Rolfe’s (2001) reflective framework of What? So What? Now What? the paper situates the ten authors' participation in the Summer University and a visit to Lev Vygotsky’s grave as moments of both intellectual and affective engagement with…
Art (1 work) · Conceptual framework (1 work) · Education and Digital Technologies (1 work) · Education Pedagogy and Practices (1 work) · Embodied cognition (1 work) · Geography (1 work) · Humanities (1 work) · Indigenous (1 work) · Innovative Education and Learning Practices (1 work) · Key (lock) (1 work)