INTERACTIONIST CONCEPTION:"PIAGET AND THE CONSTRUCTION OF KNOWLEDGE: IMPLICATIONS FOR EDUCATIONAL PRACTICE AND CHILDREN'S COGNITIVE DEVELOPMENT"

Abstract

This article sought to discuss cognitive development based on Jean Piaget's interactionist theory, with the aim of understanding how knowledge is progressively constructed through the interaction between the subject and the environment. To this end, a bibliographical review was carried out, analyzing primary and secondary works on Piaget's theory and its educational implications. The analysis was organized into thematic categories, highlighting key concepts such as assimilation, accommodation, balance and the four stages of cognitive development: sensorimotor, pre-operative, concrete-operative and formal-operative. The results indicated that learning is a active and continuous process, where the child, when interacting with the environment, gradually builds their knowledge. The discussions highlight the importance of adapting pedagogical practices to the students' level of development, valuing the teacher's role in creating activities that stimulate autonomy and critical thinking. In the final considerations, it was highlighted that, although Piaget did not initially focus on education , his theories significantly influenced teaching practice. Piaget's sociointeractionist theory remains relevant for the development of methodologies that respect the stages of child development, promoting the active construction of knowledge and the intellectual growth of students.