A CONTRIBUIÇÃO DA PSICOLOGIA HISTÓRICO-CULTURAL PARA O ENSINO E A EDUCAÇÃO

Doi.org/10.29327/211653.5.3-5

Abstract

The present work was constituted as a bibliographic study in the scope of "Theory of Activity and Historical-Cultural Psychology (PHC)". The objective is to point out fundamental elements of PHC that contribute to the process of organizing school education. The basis of analysis was to the literature in three instances: 1) two classics of the Historical-Cultural Theory, Vigotski and Leontiev; 2) a scholar who lived with third-generation researchers, Shuare; 3) and current scholars of this theory, Dusavitskii and Bertoldo. Dusavitskii (2014) points out that one of the main contributions of this theory is that the role of the school is to develop a personality in its maximum potential. The studies of Vigotski (2000), forerunner of Historical-Cultural Psychology, anticipated fundamental questions for psychology, which currently contributes to education. Shuare (1990) discusses themes and concepts such as: development levels and proximal development zone. In turn, Leontiev, in the context of Activity Theory, understands education as a socio-historical process of objectification / appropriation (BERTOLDO, 2010). Among the contributions of this theory is the conception that education and teaching are means for the development of man, in his maximum possibilities especially with respect to the higher psychological functions, the personality and the conscience. As a result, pedagogical psychology emerges as a unit of two areas of human knowledge.