3.  The sociocognitive apprenticeship
model, developed by Vygotsky says that
culture is the prime factor of individual
development. Humans are the only
species that has formed a culture and
each child develops in the context of a
culture. Therefore, the development of a
child's learning is affected to a greater or
lesser extent by the culture (including the
family environment) in which it is
immersed.

4.  Cognitive development is a dialectical
process in which the child learns through
shared experiences of problem
solving, generally shared experiences
with parents and teachers, but also
occasionally with a brother or partner.
 Initially, the person interacting with child
bears most of the responsibility for
guiding the process of problem
solving, but will gradually transferring
responsibility to the child.

5.  Language is the main form of interaction
through which adults transmit to the child
the broad body of knowledge that exists in
their culture.
 As learning progresses, the child's own
language begins to serve as the primary
tool of intellectual adaptation. Eventually,
the child can use internal language to
direct their own behavior.
 It refers to the internalization of the learning
process, and therefore, to the
internalization of a wealth of knowledge
and thinking tools that exist outside the
child. This happens primarily through
language.

6.  There is a difference between what the child
can do for themselves and what they can do
to help, Vygotskians call this difference the
"zone of proximal development".
 Because much of what children learn comes
from the surrounding culture and much of
problem solving is mediated by an adult,
would be wrong to focus on a child refugee.
The approach does not reveal isolated child
processes by which children learn new skills.
 The interaction with the surrounding culture
and social agents such as parents and peers
more advanced, contributes significantly to
children's intellectual development.

7.  How Vygotsky's theory impacts learning:
 Curriculum: As the child learns primarily
through interaction, activities should be
designed to emphasize the interaction
between the learner and the learning
subject.
 Instruction: With appropriate adult help,
children can often perform tasks that
would otherwise be unable to do. With
this in mind, the "scaffolding", in which
the adult continually adjusts the level of
support in response to the child's level of
mastery, is an effective way of teaching.

8.  Assessment: Assessment methods must
consider the zone of proximal
development. What they can do for
themselves is the current level of
development and what they can do to
help is their level of potential
development. Two children can have
the same level of development, but
providing adequate assistance of an
adult, one may be able to solve many
more problems than the other.
Evaluation methods should focus on
both levels of development, both current
and potential.

10.  This model highlights the question of the
meaning or the why of education and thus
of learning that seek to promote and in that
order, also emphasizes the need to link the
academic and social. Within this context,
the sociocognitive model is proposed as a
conceptual framework and in turn
perfectible interesting or improved, to
begin entering a new perspective on the
learning process, revealing from there and
with the contributions of other approaches,
the role of medical students in their learning
processes.

11.  The socio-cognitive model defines the
key elements inherent in any position or
focus on education:
 • Perspective on the curriculum: since
this model curriculum is a vital
educational tool, as cultural selection of
career and discipline whose content
and practical implementation should be
directed toward the development of
skills and values ​serving as the purposes
of education and content and learning
methods that operate as the means to
achieve these aims or goals.

12.  Perspective on Learning: provides a
particular view about what is and how
learning occurs, revealing the social and
cultural aspects involved in its
construction. It argues that all learning
processes involve the learner in a
scenario, their socio-cultural and
historical context in which these take
place. In this approach, significant
learning building must arise from the
subject, from how this learning (cognitive
paradigm) and what it learns (social
paradigm)

13.  epistemological perspective on knowledge:
learning or legitimates knowledge that from
the standpoint of cognitive (ability / skills)
and affective (values ​/ attitudes) students
possess. In fact the mission of teaching, pre-
design activities is to identify both.
 Perspective on educational practice:
learning activities are centered learning
strategies in the subject. The goal from the
socio-cognitive model is that activities such
as learning strategies enable the
development of skills and values ​as goals of
curriculum, ie, cognitive and affective
processes.

14.  • Perspective on the subject of
educational action: from the socio-
cognitive model recognizes the
importance of viewing the subject of
education.
This allows contextualise what students in
general and in particular pedagogical
practice, according to the specific
characteristics, knowledge, learning,
expectations and demands of specific
educability presenting different cohorts of
graduate students and residents.

15.  In the socio-cognitive model argues that
learning potential and cognitive dimension
is developed through socialization
contextualized as socio-cultural dimension,
where the dialectical interactions between
learners, as protagonists of their learning
and reinforce the learning stage and
simultaneously create the motivation to
contextualize what they learn.
 For purposes of concreteness and to
promote a holistic appreciation of the
socio-cognitive model is presented as its
main features to be developed in the
theory and practice curriculum, the
following:

16.  • As a basic metaphor, the actor tries to
integrate learning and cognitive and
affective processes in learning scenario.
 • The institutional culture are both
socially reinforced, understanding the
curriculum as an integrated cultural
selection skills, values​​, content and
methods. Thus social and institutional
culture and curriculum have the same
basic elements (skills, values​​, content
and methods of learning).

17.  The teacher model has two dimensions,
as mediator of learning and as a
mediator of the social culture of the
profession and the specialty and
institutional culture. This mode uses the
contents and methods as a means to
develop the skills and values​​.
 • The goals and purposes are identified
as abilities / skills and cognitive processes
and values ​/ attitudes as affective
processes, to develop professional and
capable people.

18.  The curriculum will necessarily be open
to new learning, educational realities,
and also flexible in order to enable a
wide range of accommodations and
concretions, because culture is plural
and changing, while facilitating
institutions to develop their own
institutional culture, favoring institutional
academic freedom and professional
educators.

20.  Pedagogy sociocognitive paradigm
relies on the sociocognitive and lies
beyond the behavioral paradigm. We
define a macromodel theoretical
educational paradigm capable of
explaining the theory and practice of
education in the context of a new
society. The sociocognitive paradigm
attempts to integrate the cognitive
(capacity - values​​) and social (culture).
Therefore we seek more
complementarity between the opposed
cognitive paradigm and the
sociocultural paradigm for these reasons:

21.  The cognitive paradigm focuses on the
teacher's thought processes (how to
teach) and student (learn how), while
the ecological paradigm, social or
contextual environmental worries and
classroom life and both aspects can and
should be comple ¬ mentary.
Globalization (global culture) will be the
new scenario and learning (intellectual
capital) your goal.

22.  The cognitive paradigm is more
individualistic (focusing on individual
processes), while the ecological
paradigm (context) is more socializing
(focusing on the interaction context -
group - individual and vice versa), so we
must seek complementarity between the
two ..

23.  The acting apprentice learning is
embedded in a learning scenario, which
is their niche and their life context (global
perspective that integrates global and
local). Learn how an apprentice is
reinforced in what it learns from a
contextualized. The skills and values ​have
not only an individual dimension without
also social. The school as a learning
organization is to develop, as an agency
of socialization and enculturation,
"emotional intelligence of the trainees".