O Desenvolvimento das Funções Psicológicas Superiores: uma leitura histórico-cultural para ressignificar as práticas pedagógica

• Ano de defesa: 2019
• Autor(a) principal: Castro, Solange de
• Orientador(a): Rossetto , Elisabeth
• Banca de defesa: Coelho, Rejane Teixeira , Costas, Fabiane Adela Tonetto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Funções Psicológicas Superiores; Formação de Conceitos; Psicologia Histórico-Cultural; Desenvolvimento e Aprendizagem; Referencial Curricular do Paraná.
• Palavras-chave em Inglês: Superior Psychological Functions; Formation of de Concepts; Historical-Cultural Psychology; Development and learning; Curricular Referential of the Paraná State
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/4741

: This is a research of a theoretical bibliographic source, based upon the Historical Cultural Phycology and the Historical Dialectical Materialism, in which We prioritize authors such as: Vigotski (1991, 1993, 1995, 1996, 2000, 2001, 2004, 2012, 2017), Leontiev (2004), Marx e Engels (1998), Marx (2008), Pino (2005), Vasquez (2011), Costas (2003), Martins (2007, 2013), Prestes (2018), Rossetto (2009). It is also characterized as a documental research, once we study the following educational documents: “Curricular Referential of the Paraná State: principles, rights and orientations” (2018); The “Deliberation 03/2018 – by the Stately Council of Education” the “Pedagogical weeks – 2010; 2018; 2019”; the “Stately Curricular directives” (2008), and the “National Common Curricular Basis” (2017), which treat about the reformulation of the Curriculum for the children’s education and the Fundamental Education. Therefore we aim to study the epistemological presumptions that embassies the pedagogical practice, to improve knowledge about how the processes of development and learning occur, starting from the study about the development of the Superior Psychological Functions\SPF, specifically concerning the formation of scientific concepts in children who are in their first part of childhood until the age of teenagers. As a result of this study it was possible to understand that the transformation of a person in a humanized being depends on the formation of his consciousness articulated with the basis of real life and the material conditions of the person. In this context, the school education, through the scientific contends built up between the theory and the practice, should promote for the students the conditions to a “omnilateral” development. The pedagogical practice, adjusted to the principles of the Dialectic-Historical Materialism, Historical-Cultural Psychology and the Historical-Critical Pedagogy, directs to a sort of practice in a sense of a school education that articulates the formation of scientific concepts looking for the humanization of the human beings in which the theories and the practice are included and alter terms in the building up of a praxis. But the formation of scientific concepts in children who are in their first part of childhood until the age of teenagers becomes committed once the “Curricular Referential of the Paraná State: principles, rights and orientations” (2018) presents the theory disarticulated with the practice. In this situation, the fragile pedagogical practice turns impossible the constitution of a person in his\her most complex form. The continued education program for teachers offered by the Stately Secretary of Education in Paraná State\SEED denotes being under neoliberal policies, a fact which difficulties the actions of teaching under the methods we mentioned above, especially concerning the development of the human psychism in relation to the students’ processes of development and learning. In this way the school education does not pass over the daily life aspects and the common sense, compromising the construction of a critical person, someone with autonomy, who does not recognizes him\herself as working class and the society in which she\he is inserted in.