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Furlanetto, E. (1997). The Interdisciplinary Teacher Education from the Perspective of Symbolic Psychology (A formação interdisciplinar do professor sob a ótica da Psicologia Simbólica). Ph.D. Thesis, São Paulo: Pontifícia Universidade Católica.

has been cited by the following article:

• TITLE: Different Perspectives of Creation and Knowledge Sharing in Virtual Environments

  AUTHORS: Rosane de F. A. Obregon, Tarcisio Vanzin, Vânia R. Ulbricht

  KEYWORDS: Cognitivism, Situated Cognition, Style, Social-Interaction, Symbolic Jungian Pedagogy, Online Learning

  JOURNAL NAME: Creative Education, Vol.6 No.6, April 15, 2015

  ABSTRACT: In view of a society based on the synergy of individuals, groups, communities and social networks, this paper discusses the knowledge through the lenses of different theoretical perspectives. In this direction, this article aims to discuss some assumptions that structure the cognitive visions, social-interaction theory, and Situated Cognition, searching for aspects in common able to reduce boundaries and clarify the mechanisms that make the process of obtaining knowledge in individuals, groups and society. It is concluded that the conceptual convergence adopted by this study opens ways in order to clarify and expand the theoretical basis of the learning process and enable the strengthening of dialogue among individuals who interact in a context characterized by the use of new technologies.