RELATIONS BETWEEN THE CONSTRUCTION OF SOCIAL KNOWLEDGE AND THE LOGICAL-MATHEMATICAL REASONING

an evolutionary study

Abstract

Based on Piaget's theory, this study aimed to investigate how the ideas children and adolescents have about not leaning are formed and evolve, as well as to verify the relationship between the levels of understanding of social reality and cognitive development. A total of forty (40) schoolchildren, between six and 16 years, underwent four methodological tools: analysis of a story involving a situation of not learning and three operational tests (conservation of substance, weight and volume). The results indicated that the participants have very simple ideas on issues involving learning and not learning. Our data also showed a significant correlation between the levels of understanding of social reality and cognitive development.