Pensamento e linguagem na psicologia histórico-cultural: contribuições de Vigotski, Luria e Leontiev para a educação

• Ano de defesa: 2021
• Autor(a) principal: Silva, Natália Ayres da
• Orientador(a): Chagas, Eduardo Ferreira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Pensamento; Linguagem; Educação; Psicologia histórico-cultural; Thought; Language; Education; Historical-cultural psychology
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/64215

This Thesis focuses on the investigation of thought and language in HistoricalCultural Psychology, whose philosophical foundation is based on historicaldialectical materialism. Our objective, therefore, is to investigate these two categories, thought and language, and the contributions of Vygotski, Luria and Leontiev to education, seeking to highlight the Marxist basis of their studies. In this sense, we seek with our research: 1) to present the historical-social origin of the human psyche; 2) examine the thought and language categories and identify the relationship between them in Vigotski, Luria and Leontiev; and 3) extract contributions from the elaborations of Vigotski, Luria and Leontiev on the thought and language categories for school education, specifically regarding the development and learning process of children. Historical-Cultural Psychology, whose main founders Vigotski, Luria and Leontiev, was constituted in the context of the Russian Revolution of 1917 and represented the search for the construction of a psychology that could understand the human being in its historicity and in its concreteness. By relying on the foundations of marxism, soviet psychologists defended the historical-social origin of human development, of higher psychic functions, which belong exclusively to human beings. Language, the main means of social communication, the transmission of information and the assimilation of historically accumulated knowledge, and thought, a reflection of reality in consciousness, are historical and interrelated processes in human development. Through education, especially school education, these psychological processes can reach their highest level of development, when they have mastered the formation of concepts.