A investigação psicológica e pedagógica da axiosfera da geração mais jovem como uma das atividades do Tecnoparque
DOI:
https://doi.org/10.20952/revtee.v14i33.15620Palavras-chave:
Technopark, Axiosfera, Geração Z, Subcultura, Imagem do mundo.Resumo
A educação adicional orientada para a criatividade da geração mais jovem de russos em tecnoparques escolares requer o estudo das características da Geração Z. Os valores foram comparados conforme observado pelos entrevistados (alunos do primeiro ano e ingressantes na universidade) entre diferentes gerações de russos: seu próprio mundo (o mundo das crianças), o mundo dos pais e o mundo dos avós. Todas as três gerações são dominadas por serem orientadas para o trabalho árduo, o estudo, a ajuda mútua tanto no ambiente global quanto dentro de uma pequena sociedade, isto é, dentro da família. Essas posições são representadas pelas camadas fraseológicas da língua, o que indica sua presença na visão de mundo dos valores nacionais russos. No mundo dos pais e no dos filhos, registra-se a emergência de novos grupos de valores ausentes no mundo dos avós: a orientação para os valores de consumo, percebidos na publicidade na mídia, e ao mesmo tempo a extinção do valor dos servindo a pátria. Um novo valor se destaca no mundo infantil - uma abordagem humorística dos problemas da vida, que pode ser considerada global porque contém citações da literatura mundial e unidades fraseológicas emprestadas. Esse valor se distingue por uma visão otimista do mundo e do papel do homem nele, que é característico da juventude. Os resultados da pesquisa permitem afirmar que a Geração Z está pronta para ser criativa e voltada para a tecnologia. Levar em consideração as peculiaridades da geração permite organizar cientificamente atividades educacionais de lazer em tecnoparques.
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Referências
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Popova, Z.D. & Sternin, I.A. (2007). Cognitive linguistics. AST: Vostok–Zapad.
Rozina, R.I. (1994). Cognitive and taxonomic relations. Categorisation of the world in language and in text. Topics in the Study of Language, 6, 60–78.
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Sternin, I.A. (2005). Types of meanings and concept. In Kubryakova, E.S. (Ed.), Conceptual space of language (pp. 257–282). Tambov State University Publishing House.
Stolovich, L.N. (2004). On values common to all mankind. Problems of Philosophy, 7, 86–97.
Strauss, W. & Howe, N. (1997). The fourth turning: An American prophecy – What the cycles of history tell us about America’s next rendezvous with destiny. Crown.
Sychev, O.A., Belousov, K.I., & Protasova, I.N. (2019). Values and moral foundations as a basis for the socio-political views of youth. Siberian Journal of Psychology, 73, 60–77.
Talmy, L. (2000). Toward a cognitive semantics. MIT Press.
Vinogradova, S.A. (2014). Cognitive linguistics on meaning and concept. Issues of Cognitive Linguistics, 2, 50–55.
Albert, M., Hurrelmann, K., Leven, I., Quenzel, G., & Schneekloth, U. (2019). The utility of the term ‘’generation’ in sociology and youth research. A reply to Martin Schröder’s thesis on the “Generation Myth”. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 71 (3), 457¬–469.
Arutyunova, N.D. (1993). Introduction. In Arutyunova, N. D. & Ryabtseva, N.K. (Eds.) Logical analysis of language. Mental acts (pp. 3–6). Nauka.
Bakhtin, M.M. (1975). Rabelais and Gogol (the art of word and the folk culture of laughter). In Bakhtin, M.M. Questions of literature and aesthetics. Studies of different years (pp. 496–485). Khudozhestvennaya literatura.
Bykov, A.V. & Nastina, E.A. (2020). Link of the value attitudes with career achievements (based in a survey of youth). Sociological Studies, 8, 67–77.
Brito, R. dos S., Prado, J. R., & Nunes, C. P. (2017). As condições de trabalho docente e o pós-estado de bem-estar social. Revista Tempos e Espaços em Educação,10(23), 165-174.
Evans, V. (2009). Semantic representation in LCCM theory. In Evans, V. & Pourcel, S. (Eds.), New directions in cognitive linguistics (pp. 27¬–56). John Benjamin’s Publishing Company.
Fischer, K. (2010). Quantitative methods in Cognitive Semantics. Introduction to the volume. In Glynn, D. & Fischer, K. (Eds.), Quantitative methods in Cognitive Semantics: Corpus-driven approaches (pp. 43¬–59). Walter de Gruyter.
Glynn, D. (2009). Polysemy, syntax, and variation. A usage-based method for Cognitive Semantics. In Evans, V. & Pourcel, S. (Eds.), New directions in cognitive linguistics (pp. 77¬–104). John Benjamin’s Publishing Company.
Glynn, D. (2010). Corpus-driven Cognitive Semantics. Introduction to the field. In Glynn, D. & Fischer, K. (Eds.), Quantitative methods in Cognitive Semantics: Corpus-driven approaches (pp. 1¬–42). Walter de Gruyter.
Hunston, S. (2011). Corpus approaches to evaluation. Phraseology and evaluative language. Routledge.
Kiryakova, A.V., Chelpachenko, T.V., Shabalina, L.G., Maslova, A.I., Zhukov, V.A., Makarov, A.L., Aleksandrova, E.A., & Popova, O.V. (2020). Value orientations: What portrait of modern students is? Revista San Gregorio, 37, 1–9.
Klinov, V. & Blotskiy, S. (2016). Forming senior school students’ values of leisure at rural schools in the course of physical education. Science and Education, 8, 79–85.
Kolesnik, E.A., Stepanov, V.G., & Pavlova, LL. (2020). The Study of the phenomenon of the youth subculture and its place in the cultural and educational environment of the Russian higher education institution. Amazonia Investiga, 9 (26), 88–96.
Kononenko, O., Kononenko, A., Stynska, V., Kachmar, O., Prokopiv, L., Katolyk, H., & Popovych, I. (2020). Research of the factor structure of the model of world view settings at a young age. Revista Inclusiones, 7 (3), 98–116.
Langacker, R. (2009). Constructions and constructional meaning. In Evans, V. & Pourcel, S. (Eds.), New directions in cognitive linguistics (pp. 225¬–268). John Benjamin’s Publishing Company.
Lukyanov, O.V., Chastokolenko, J.B., & Kotikova, K.O. (2016). Freedom authentication in creative youth subcultures. Siberian Journal of Psychology, 61, 91–108.
Maslova, V.A. (2011). Concepts and values: the contents of meanings and their language interpretation. Scientific Notes of Taurida National V.I. Vernadsky University. Series “Philology. Social Communications”, 24 (63), 383–387.
Melnichuk, M.V., Gruzina, Y.M., & Firsova, I.A. (2019). Formation of scientific and educational values in the system of youth motivation. Economic and Social Changes: Facts, Trends, Forecast, 12 (6), 260–275.
Motroshilova, N.V. (2010). Civilization and barbarism in an epoch of global crises (2nd ed.). Institute of Philosophy, Russian Academy of Sciences.
Nemova, O.A., Vagin, D.Y., Tsyplakova, S.A., Bystrova, N.V., Kutepova, L.I., & Kozlova, I.M. (2020). Labor values and labor attitudes among students of secondary vocational schools in Nizhny Novgorod: as revealed by the sociological survey. International Journal of Applied Exercise Physiology, 9 (2), 73–80.
Nosova S.S., & Kuzheleva-Sagan, I.P. (2013). Youth in network information and communicative society: Foreign approaches to study issues. Siberian Journal of Psychology, 49, 85–96.
Podolskiy, A.I. & Idobaeva, O.A. (2019). Quo vadis? Trajectories of value-motivational development of modern Russian youth. Voprosy Voprosy Psychologii, 2, 45–58.
Poplavskaya, A. (2020). What do we know about 21st century youth? American teens through the eyes of a psychologist. Journal of Economic Sociology, 21 (3), 84–100.
Popova, Z.D. & Sternin, I.A. (2007). Cognitive linguistics. AST: Vostok–Zapad.
Rozina, R.I. (1994). Cognitive and taxonomic relations. Categorisation of the world in language and in text. Topics in the Study of Language, 6, 60–78.
Sapa, A.V. (2014). Generation Z – the generation of the FSES epoch. Innovative Projects and Programs in Education, 2, 24–30.
Savoiskaya, N.P. (2014). New directions in modern cognitive linguistics. Issues of Cognitive Linguistics, 2 (39), 83–89.
Shaposhnikova, T.L., Tuchina, O.R., Gordienko, O.A., Rus-Bryushinina, I.V., Zinkovskaya, V.E., Apollonov, I.A., Mukha, V.N., Romanov, D.A., Lyalyuk, A.V., Egorova, A.Yu., Rykhalsky, Yu.S., Teryukha, R.V., Glukhenkiy, I.Yu., Kotlyarova, E.A., Tarasenko, N.A., Romanova, M.L., & Rykova, E.V. (2018). Digital humanities in the conditions of the educational environment of the south of Russia at the service of tolerance (axiological component in teaching Russian to foreign students). Kuban State Technological University.
Shapochkin, D.V. (2013). Cognitive discourse analysis in linguistics. Bulletin of Chelyabinsk State University, 10 (301), 101–107.
Shindryaeva, I.V. (2015). Professional value orientations of youth in the context of generational theory. Bulletin of the Volga Region Institute of Administration, 6 (51), 145–148.
Silva, L. R., Santos, A. R., & Santos, I. T. R. (2020). Public policies for education of/in the field and the school environment in a settlement of the MST: the intimate relationship with the pedagogical policy. Journal of Research and Knowledge Spreading, 1(1), e11737.
Sternin, I.A. (2005). Types of meanings and concept. In Kubryakova, E.S. (Ed.), Conceptual space of language (pp. 257–282). Tambov State University Publishing House.
Stolovich, L.N. (2004). On values common to all mankind. Problems of Philosophy, 7, 86–97.
Strauss, W. & Howe, N. (1997). The fourth turning: An American prophecy – What the cycles of history tell us about America’s next rendezvous with destiny. Crown.
Sychev, O.A., Belousov, K.I., & Protasova, I.N. (2019). Values and moral foundations as a basis for the socio-political views of youth. Siberian Journal of Psychology, 73, 60–77.
Talmy, L. (2000). Toward a cognitive semantics. MIT Press.
Vinogradova, S.A. (2014). Cognitive linguistics on meaning and concept. Issues of Cognitive Linguistics, 2, 50–55.
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Publicado
2021-05-02
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Gerashchenko, A. M., Shaposhnikova, T. L., Tuchina, O. R., Gordienko, O. A., & Egorova, A. Y. (2021). A investigação psicológica e pedagógica da axiosfera da geração mais jovem como uma das atividades do Tecnoparque. Revista Tempos E Espaços Em Educação, 14(33), e15620. https://doi.org/10.20952/revtee.v14i33.15620
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