A contribuição da psicologia histórico-cultural de Vigotski para formação de professores e educação escolar

• Ano de defesa: 2013
• Autor(a) principal: Linhares, Renata
• Orientador(a): Bittar, Mona
• Banca de defesa: Bittar, Mona, Facci, Marilda Gonçalves Dias, Rezend, Anita C. Azevedo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Psicologia histórico-cultural; Vigotski; Educação escolar; Formação de professores
• Palavras-chave em Inglês: Historic-cultural psychology; Vigotski; Schooling education; Teacher training
• Área do conhecimento CNPq: EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/3354

This thesis was elaborated in the post-graduation program in Education of the Federal University of Goiás and is related to the line of research Fundamentals of the educational processes. The present work investigates the contribution of the historic-cultural psychology to teacher training and to schooling education, inserted in a broader discussion on the relationship between psychology and education. In order to develop this work, we recovered the history of the relationship psychology-education in Brazil highlighting the possible contributions of psychology to teacher training. We utilized the work of several authors respected for their production on the history of psychology and education; amongst them we can cite Mitsuko A. M. Antunes and Dermeval Saviani. In order to understand the contributions of the historic-cultural psychology to the educational field, some works of Lev Semenovich Vigotski was analyzed searching for the fundaments of the historic-cultural psychology and schooling education. Such fundaments were systematized into categories, although they cannot be dissociated from the totality of the theory: learning and development; development of superior psychological functions, concept construction and the superiority of the scientific concepts over the everyday concepts. From the same perspective of systematizing vigotskian thought, and moving forward to the comprehension of the historic-cultural psychology, we researched the production of the group Marxists Studies in Education. The analysis is delimitated by the work of the leaders Newton Duarte and Ligia Marcia Martins, who link the historic-cultural psychology and teacher training. The considerations lead to points that help to understand the complexity of the theory, such as; the importance of considering cultural and social aspects in the human psyche constitution; the role of schooling education on the development of such psyche. Vigotski’s theory is an attempt to overcome the biological models and the naturalizing ways of comprehending the human being. To understand the complexity of the development of superior psychological functions it is necessary to look at them as an inter-functional system, the role of signs in their development, their social and historic nature. The synthesis of the human psyche definition as a subjective image of the objective reality brings up the discussion about the process of consciousness construction, and the dialectic relationship between objectivity and subjectivity and the reflection on objectification and appropriation. While investigating the complex notions involved in the apprehension of systematized culture and the concepts creation, Vigotski inverts the relationship between learning and development and stands up for the thesis that the process of learning scientific concepts doesn’t happen the same way as the process of learning everyday concepts. For that, Duarte and Martins highlight the teacher and the schooling education roles in the context.