HUMAN DEVELOPMENT, COGNITION AND SCHOOL EDUCATION: REFLECTIONS BELOW THE HISTORICAL-CULTURAL APPROACH
This text is fruit of studies, reflections and dialogues developed with graduate and post-graduate students inteaching and research coordinated by me, allocated in the research group: Human Development, Culture and Education, in rows : Language, Learning and Development and Imaginary Production and...
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| Format: | Article |
| Language: | Portuguese |
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Editora da Universidade de Santa Cruz do Sul
2016-07-01
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| Series: | Reflexão & Ação |
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| Online Access: | https://online.unisc.br/seer/index.php/reflex/article/view/4617 |
| Summary: | This text is fruit of studies, reflections and dialogues developed with graduate and post-graduate students inteaching and research coordinated by me, allocated in the research group: Human Development, Culture and Education, in rows : Language, Learning and Development and Imaginary Production and Creative Education. Over several years, the task of educational coordinating processes of teaching and research, allowed the construction of synthesis (always provisional), presented here. Having as a foundation the historic-cultural theory of Vygotsky and collaborators, the text reflects about human development, cognition and school education, pursuing the thesis that cognition is human development. To do this, search, in theoretical foundations of historical-cultural conception, the key elements that explain the process by which the biological becomes socio-historical, it takes up more carefully in the explicit about Vygotsky translates as plans or genetic fields of human development, increase the reflection articulating the categories: labor and language. |
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| ISSN: | 0103-8842 1982-9949 |