Vygotski e os conceitos científicos implicações para a educação contemporânea

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Yuri V. Karpov

Resumo

A doutrina elaborada por Vygotski a propósito dos conceitos científicos, que são o conteúdo do ensino escolar, é produto direto de sua reflexão geral sobre a aprendizagem mediatizada, concebida como determinante essencial do desenvolvimento humano (ver Kozulin, no presente volume). Segundo Vygotski (1978, 1981, 1986), todos os processos mentais especificamente humanos (considerados como processos mentais superiores) passam pela mediação de ferramentas psicológicas como a linguagem, os signos e os símbolos. Foi a sociedade dos homens que inventou esses símbolos, e as crianças os adquirem no curso de sua comunicação interpessoal com os adultos e com seus pares mais experientes. Essas ferramentas, quando as crianças enfim as adquirem e as interiorizam, funcionam como mediadores de seus processos mentais superiores.

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Karpov, Y. V. . (2019). Vygotski e os conceitos científicos: implicações para a educação contemporânea. Obutchénie. Revista De Didática E Psicologia Pedagógica, 3(2), 1–25. https://doi.org/10.14393/OBv3n2.a2019-51565
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