Obutchénie. Revista de Didática e Psicologia Pedagógica
Obutchénie. Revista de Didática e Psicologia Pedagógica é um periódico científico quadrimestral, do Programa de Pós-Graduação em Educação e do Grupo de Estudos e Pesquisas em Didática Desenvolvimental e Profissionalização Docente (GEPEDI), da Faculdade de Educação, da Universidade Federal de Uberlândia (UFU). O mesmo está dirigido a pesquisadores, professores e estudantes da área da Educação. Tem como objetivo incentivar à investigação e o debate acadêmico acerca dos processos de ensino-aprendizagem-desenvolvimento, formação de professores, práticas de ensino, aspectos históricos, biografias e fundamentos epistemológicos e metodológicos do ensino numa perspectiva materialista dialética; prestando-se como instrumento de divulgação do conhecimento, especialmente, nas áreas de didática e psicologia pedagógica, tendo, como aspiração: a) Divulgar pesquisas e textos de caráter científico nas áreas de Didática e Psicologia Pedagógica; b) Fomentar intercâmbio de estudos em sua especialidade com outras instituições, nacionais ou estrangeiras, que mantenham publicações congêneres. • Qualis/Capes: Qualis A4 em Educação na avaliação Capes do quadriênio 2017-2020. • Área do conhecimento: Ciências Humanas - Educação • Ano de fundação: 2017 • E-ISSN: 2526-7647 (on-line) • Categorias de submissão: editorial, artigos, biografias, resenhas, entrevistas, dossiês, traduções, resumos de dissertações e teses, documentos, entre outros. • E-mail: revistaobutchenieufu@gmail.com • Unidade: Faculdade de Educação / Universidade Federal de Uberlândia (UFU) • Financiamento: Universidade Federal de Uberlândia/ EDUFU e Fundação de Amparo à Pesquisa do Estado de Minas Gerais/FAPEMIG. • Editora: Editora da Universidade Federal de Uberlândia CHAMADA PARA DOSSIÊS: O periódico: "Obutchénie. Revista de Didática e Psicologia Pedagógica" recebe propostas de dossiês temáticos. Enviar para: revistaobutchenieufu@gmail.com.
A study on the (im)possibilities of Inclusive Teaching Practices in a context of platformization and the challenge of planning
This study aims to discuss possibilities for inclusive teaching practices in a context marked by systemic barriers, such as platformization in São Paulo's state public schools, from the perspective of the Historical-Cultural Theory. Through qualitative research, it integrates theoretical discussions with a narrative analysis of practical experiences in a hybrid Lesson Study (LSH) training process, developed within a collaborative community. From the historical-cultural perspective, digital technologies (DT) are understood as cultural instruments that mediate human activity and carry historically constructed meanings, requiring intentional pedagogical choices in their production and use. Given the difficulty of ensuring this mediation within the logic of platformization, it becomes evident that the inclusive perspective emerges from planning when indirect barriers are addressed with the intent to ensure the participation of all students. In this sense, understanding the classroom's conditions enables a multifaceted and essential planning process for promoting inclusion in teaching practices. The LSH proved effective in addressing the systemic barriers of platformization, facilitating the planning and development of lessons in a hybrid environment that fostered inclusive practices. This led to resignifications in teaching with digital technologies and a deeper teacher understanding of education committed to the inclusion of people with disabilities. Finally, the study highlights the need for curriculum policies that encourage participatory teacher planning.
DOSSIÊ - Tecnologias Digitais e Teoria Histórico-Cultural: Tecendo Contribuições para a Formação de Professores e os Processos de Ensino-Aprendizagem
Copyright (c) 2025 Ana Paula Rodrigues Magalhães de Barros, Dario Fiorentini http://creativecommons.org/licenses/by-nc-nd/4.0
Discovering new paths: an experience of appropriating digital technologies in Early Childhood Education cultural contents
The aim of this article is to produce reflections on the possibilities of appropriating technologies with children in Early Childhood Education. The study is characterized by a qualitative approach in the exploratory modality, based on the studies of Historical-Cultural Theory. The study took place in the context of ongoing teacher training in the use of digital technologies. The data was collected through observations and document analysis, involving two Early Childhood Education teachers and six Pedagogy undergraduate students in training at the schools, as well as two classes of children aged 4 and 5 from two Municipal Early Childhood Education Centers. The results show that digital technologies, when appropriated intentionally, can go beyond entertainment, promoting active interaction between children and cultural content.
Copyright (c) 2025 Camila Fernandes de Lima Ferreira, Andrieli Dal Pizzol, Diene Eire de Mello http://creativecommons.org/licenses/by-nc-nd/4.0
Contributions of Cultural-Historical Theory to the Pedagogical Robotics in Early Childhood Education
Pedagogical Robotics is part of contemporary culture. The scientific research into this area, which uses educational technologies such as robots and robotic kits, has been highlighted and expanded at all stages of education. This paper has as goal to show contributions of the Cultural-Historical Theory, through its principles and concepts, so that to enable the discussion about the use of the Pedagogical Robotics in the Early Childhood Education and its possible influences on the children’s teaching and learning processes. For that, was carried out the bibliographical research. The methodology had been supported in the literature review about the concepts such as mediating activity and higher psychic functions from Cultural Historical Theory. The results indicated that the Pedagogical Robotics in the Early Childhood Education could contribute to educational purposes, being that mediating activity intentionally planned is essential for that it can enhance the children’s learnings.
Copyright (c) 2025 Maria Estely Rodrigues Teles, Jarina Rodrigues Fernandes, Maria Aparecida Mello http://creativecommons.org/licenses/by-nc-nd/4.0
The Digital Sketchbook and the materiality of remote educational processes underpinned by Cultural-Historical Theory
In this article, we introduce and explore the concept of the Digital Sketchbook as a research and educational tool in remote and synchronous settings. We examine its theoretical and methodological convergence with dialectical materialism categories, aligning with the assumptions of Historical-Cultural Theory. Next, we analyze and discuss excerpts from Angelo's (2021) research demonstrating the use of this resource through the lens of the principles of movement and contradiction. These principles manifest in the research as the struggle of opposites through the dialectical pairs of the abstract and the concrete, as well as appearance and essence. Finally, we advocate for the Digital Sketchbook as a theoretical and methodological instrument for educational research and training processes in remote and synchronous models. We highlight its potential for future research on training processes mediated by digital technologies from the perspective of Historical-Cultural Theory in contemporary times and digital materiality.
Copyright (c) 2025 Alex Garcia Smith Angelo, Vanessa Dias Moretti http://creativecommons.org/licenses/by-nc-nd/4.0
Planning Mathematics Teaching Activities with Educational Robotics: the centrality of teacher reflection through a Historical-Cultural lens
This article discusses the centrality of teacher reflection in the planning of Mathematics Teaching Activities. This process is mediated by teachers who collectively develop study tasks, using educational robotics as a cultural instrument in teacher-student interaction. In light of Historical-Cultural Theory, it is argued that teacher training requires an understanding of how pedagogical practice is constituted by social and mediated processes. We explore Leontiev's Activity Theory, highlighting human action as a hierarchical system driven by motives and objectives, and how its contradictions stimulate reflection. Teaching Activity from Davydov's perspective is presented, highlighting the fundamental role of the teacher in the elaboration of study tasks that aim at the development of theoretical mathematical thinking. Teacher reflection is analyzed as a higher psychological function, linked to social interaction and mediation by instruments. A planning episode between teachers illustrates how the mismatch between the expected programming and the action of the Botley robot, mediated by dialogue, boosted the organization of actions and deepened the understanding of the use of educational robotics in the teaching-learning process of Mathematics. It is concluded that reflection is the core of teacher training that aims to promote the integral development and theoretical mathematical thinking of students.
Copyright (c) 2025 Alissan Sarturato Firão, Eliel Constantino da Silva, Jessica Shumway http://creativecommons.org/licenses/by-nc-nd/4.0
Artificial Intelligence in a Historical-Cultural Perspective: a theoretical essay
This text addresses perceptions of Artificial Intelligence, providing a brief history of its emergence and implications, articulated with the premises of historical-cultural theory. We argue for the necessity of a philosophical and epistemological discussion regarding the use and potential directions of this object, including its role in the interaction process. Throughout the text, we discuss concepts such as sign and meaning and ways in which this interpretation can be applied to Artificial Intelligence.
Copyright (c) 2025 Mariana Matulovic da Silva Rodrigueiro, Franciele Santos Teixeira, Maria Teresa Zampieri, Sueli Liberatti Javaroni http://creativecommons.org/licenses/by-nc-nd/4.0
Artificial Intelligence in Education and the formation of consciousness: a Leontievian analysis of the risk of "personal sense" delegated to the algorithm
This theoretical-critical essay explores the implications of the increasing integration of Artificial Intelligence (AI) systems in education, from the perspective of A. N. Leontiev's Activity Theory. The study discusses the paradox that while AI promises to optimize knowledge acquisition, it can simultaneously empty the personal meaning of study, an element fundamental for the formation of consciousness. It is argued that delegating the organization of learning or crucial task stages to the algorithm can transform the student's activity from a purpose-driven pursuit into a sequence of operational actions focused on algorithmic validation. The consequences of this transformation for the subjectivity of students and educators, as well as for the pedagogical relationship, are analyzed. The article concludes with a call for the development of a critical pedagogy and AI literacy, aiming to build a truly humanizing education, in which technology serves the formation of consciousness and not the inverse.
Copyright (c) 2025 Elisiane Spencer Quevedo Goethel, Débora Cristina Fonseca http://creativecommons.org/licenses/by-nc-nd/4.0
Pseudo-concreteness, Digital Technologies and the challenge of Financial Education in consumer culture
This article analyzes the pseudo-concreteness that permeates contemporary financial reality, intensified by consumer culture and the ubiquity of digital technologies. Based on a theoretical essay on Historical-Cultural Theory and Financial Education in Mathematics Education, we argue that the superficial and fragmented perception of financial life results from the fetishization of commodities and the reification of social relations, which channel complex human decisions through supposed financial solutions. Digital technologies often reinforce this pseudo-concreteness through digital marketing, which encourages debt to acquire consumer goods, and through online betting platforms ("tigrinho" and "apostas" in general), which obscure risks and exploratory logic. The objective is to develop a theoretical discussion around the argument that overcoming pseudo-concreteness requires Financial Education grounded in critical thinking and the principles of Historical-Cultural Theory. This way of thinking, which seeks contradictions and the historicity of characteristics, allows us to denaturalize discourses such as "financing is the only option" or the "false generosity" of banks. We illustrate how Critical Financial Education, by integrating the pedagogical use of digital technologies—such as the Citizen Calculator—can demystify abstract concepts and promote a critical analysis of power relations in the financial system. We emphasize that this mediation prepares students to "read the world" of finance and to act consciously and transformatively in their lives and in the community.
Copyright (c) 2025 Ana Karina Cancian Baroni, Eliel Constantino da Silva http://creativecommons.org/licenses/by-nc-nd/4.0
Tikhomirov's Reorganization Theory and Its Application in Basic Education: Computers as Instruments of Thought Mediation
In this article, we discuss the reorganization of the teacher's didactic work in the context of the use of digital technologies, with an emphasis on computers, in light of the assumptions of Tikhomirov's Reorganization Theory and Historical-Cultural Theory. This theoretical, bibliographical research, with a historical-dialectical materialist approach, aims to problematize the discussion regarding teaching and learning in schools, particularly concerning the use of computers, based on the Didactic Reorganization Theory, specifically the human-computer relationship. To this end, we seek to understand how the computer, as an instrument of cultural mediation, reorganizes cognitive activity and acts as a resource that fosters the development of theoretical thought, contributing to the advancement of higher psychic functions—memory, attention, and conceptual thinking—essential for the appropriation of scientific concepts. Finally, we conclude that its use, when integrated into an organization of didactic work grounded in historical-cultural assumptions, in which the role of the teacher is that of an organizing agent of knowledge in the teaching and learning processes, strengthens teaching practice and contributes to the development of students' theoretical thinking.
Copyright (c) 2025 Francielle de Mattos, Maria Aparecida Mello http://creativecommons.org/licenses/by-nc-nd/4.0
The digital technologies as mediation instruments in Teaching Guidance Activity
This article aims to discuss the organization of Mathematics teaching from the perspective of the Teaching Guidance Activity, considering digital technologies as mediation instruments. This is a theoretical essay, excerpt from two doctoral theses that used the Teaching Guidance Activity as a theoretical-methodological basis for the organization of Mathematics teaching integrated with the use of digital technologies. Anchored in the Historical-Cultural Theory and Leontiev's Activity Theory, the Teaching Guidance Activity proposes an intentional organization, in which the teacher develops situations that trigger learning based on problems that reveal the historical and logical movement of concepts, mobilizing students to appropriate historically elaborated mathematical knowledge. In this sense, digital technologies can be understood as mediation instruments, capable of enhancing pedagogical activity. As a result, the analysis indicates that it is not about using these resources by themselves, but the intentional way in which they are integrated and organized by the teacher, enabling interaction, cooperation and the development of theoretical thinking. Finally, the article reinforces that within the scope of the Teaching Guidance Activity, the use of digital technologies constitutes a possibility of mediation instrument in the process of teaching and learning Mathematics, favoring the appropriation of knowledge and boosting human development.
Copyright (c) 2025 Elivelton Henrique Gonçalves, Bruno Tizzo Borba, Fabiana Fiorezi de Marco http://creativecommons.org/licenses/by-nc-nd/4.0
The use of the historical-dialectical method in research on the development of students' computational thinking in the context of Mathematics Education
This article proposes and discusses the use of the historical-dialectical method as a theoretical-methodological approach for research in Mathematics Education, especially in the investigation of complex cognitive phenomena such as the development of higher psychological functions and the formation of mental actions and mathematical concepts. Anchored in the Historical-Cultural Theory, the study details how this method, by prioritizing the analysis of processes rather than objects, explanation over mere description and the unveiling of fossilized behaviors and conceptual formations, allows us to unravel the genesis and totality of psychic development. We use as a central illustration the application of this methodological framework in our investigations on the development of computational thinking and the formation of mental actions and the concept of "regular polygon" in 15- and 16-year-old students. We present how the method of double functional stimulation and unit analysis reveal the intricate relationships between cognition, sociocultural environment and technology. The article thus aims to invite researchers to begin a discussion on the use of this method in research in the field of Mathematics Education.
Copyright (c) 2025 Eliel Constantino da Silva, Sueli Liberatti Javaroni http://creativecommons.org/licenses/by-nc-nd/4.0
Tecnologias Digitais e Teoria Histórico-Cultural: Tecendo Contribuições para a Formação de Professores e os Processos de Ensino-Aprendizagem
A crescente e constante presença das tecnologias digitais, do pensamento computacional e da Inteligência Artificial (IA) no cenário educacional impulsiona uma reflexão crítica sobre suas implicações para o processo de ensino-aprendizagem e a formação de professores. Neste contexto, a Revista Obutchénie apresenta o dossiê "Tecnologias Digitais e Teoria Histórico-Cultural: Tecendo Contribuições para a Formação de Professores e os Processos de Ensino-Aprendizagem". Este dossiê configura-se como uma obra essencial para aprofundar o debate acerca da inserção das tecnologias digitais na Educação, problematizando-a à luz dos princípios da Teoria Histórico-Cultural (THC).
The Historical Movement of the Contributions of Grassmann's Extension Theory to Linear Algebra
Hermann Grassmann, a 19th-century German scholar, pioneered the foundations of Linear Algebra, a mathematical discipline crucial for diverse fields like Mathematics, Engineering, and Physics. This article endeavours to present a comprehensive biography of Grassmann, emphasizing two works documenting his contributions to this domain. Employing bibliographic research coupled with qualitative data analysis grounded in the logical-historical movement of the object, the study enables a historical, cultural, and social examination. Addressing the central question — what were Grassmann's contributions to the evolution of Linear Algebra, positioning him as its creator? — the inquiry concludes that Grassmann introduced notions integral to contemporary Linear Algebra, including n-dimensional vector spaces and linear transformations. Consequently, he garners recognition from many as the creator of Linear Algebra.
DOSSIÊ - Movimento lógico-histórico dos conceitos: formação de professores, ensino e pesquisas
Copyright (c) 2024 Julia Santana Garcia Borges, Aline Mota de Mesquita Assis, Márcio Dias de Lima http://creativecommons.org/licenses/by-nc-nd/4.0
The collective character of study activity: a synthesis based on Historical-Cultural Theory
The Study Activity (SA) has been a recurring subject in scientific literature based on Cultural-Historical Theory. However, we observed the need to systematize discussions and produce analyses and syntheses that allow us to understand the collective character of this activity, and this was our objective in this work. We have therefore carried out a review of the scientific literature on the subject and organized the discussion based on three points which underpin the concept we defend and which justify the relationship between the collective character and the development of the activity: 1) the collective character as a premise for the development of SA, starting from the conception that, in essence, all activity constitutes and is historically constituted from social relations; 2) the collective character as a means for the development of SA, understanding that the actions of the teacher and the school are fundamental to its formation and that acting collectively with other children can contribute to the formation of motives and the development of sense for learning; 3) the collective character as the finality of SA, based on the defense that school education plays a central role in building the individual's personality, their way of seeing, thinking and relating to the world based on an ethic of the collective. In conclusion, we argue that understanding these collective aspects is fundamental for the construction of pedagogical practices aimed at developing the SA, with the objective of fostering collectivist values and meaningful appropriation of scientific concepts.
Copyright (c) 2024 Caio Cesar Portella Santos, Flávia da Silva Ferreira Asbahr http://creativecommons.org/licenses/by-nc-nd/4.0
Logical-historical movement and the formative proposal of the MathClub: a look at the organization of the teaching of the concept of number
This article's main objective is to investigate how a situation that triggers learning about the concept of number contributed to the understanding of the logical-historical movement, as a proposal for organizing the teaching of mathematical concepts. The Mathematics Club of the State University of Goiás, Campus Sudoeste, Sede Quirinópolis, was the training space that hosted the research activities. In this context, during the period from 2017 to 2023, approximately thirty mathematics teachers in training participated in a training experiment that sought answers to the following problematizing question: What are the training contributions that the organization of teaching mathematical concepts offered by the Mathematics Club, from the logical-historical movement, can it bring to Mathematics teachers in initial training? The results provide evidence that the subjects understood mathematical concepts as human productions that materialize responses to needs posed in an objective reality. They also indicate that they see the need for teachers and students to have the opportunity to teach and learn mathematical concepts based on a general model of actions that prioritizes the historical elements that support the needs of their emergence and development.
Copyright (c) 2024 Lukas Adriel Francisco Alves, Maria Marta da Silva http://creativecommons.org/licenses/by-nc-nd/4.0
Logical-historical movement of the concepts of Area and Perimeter
In this article, an excerpt from a thesis, we aim to present a study of the logical-historical movement of the concepts of area and perimeter, highlighting the conceptual links evidenced in the historiographies studied. To this end, we searched the literature for authors who are based on the assumptions of Historical-Dialetic Materialism, as well as the needs of different groups and their diverse cultural practices. The results indicate that the concepts of area and perimeter are broader than the external connections treated in Basic Education schools, such as the calculation of perimeter and area through formulas and representations of geometric shapes.
Copyright (c) 2024 Bruno Tizzo Borba, Fabiana Fiorezi de Marco http://creativecommons.org/licenses/by-nc-nd/4.0
The form and content relationship of the conceptual nexuses of counting in online classes for children in the 1st year of Elementary School
This article stems from a doctoral research based theoretically and methodologically on the historical-dialectical materialist paradigm, whose objective was to analyze the form and content relationship of the conceptual nexuses of counting (numerical sense, one-to-one correspondence, sequence/ordering, grouping). For the construction of the information, online math classes transmitted by the Centro de Mídias Educação Infantil e Anos Inicias (CMSPi), during the pandemic, for children enrolled in the initial grades, of Elementary School in the State network of São Paulo, were watched and analyzed, in order to understand how and which conceptual nexuses of counting are presented, identifying the relationship form and content of these connections. The results presented showed that the online classes prioritized the form through the use of manipulable concrete materials, such as bottle caps, chips and toothpicks, with emphasis on the perceptible elements of the concept that are manifested in the colors of objects and numerical representations. The concept of counting is restricted to the indication by the children of the objects from the correspondence one by one with the little fingers, followed by the representation of the quantities by the numerical symbols that are presented in the numerical base ten.
Copyright (c) 2024 Patrícia Pereira http://creativecommons.org/licenses/by-nc-nd/4.0
Logical-historical movement of the polyhedron concept: the process of elaboration and development of a didactic sequence in Middle School
This article approaches the process of teaching the concept of polyhedron the final years of elementary school. In the materials available for teaching, the concept appears in situations that are enclosed within Geometry itself and can be solved mechanically. In this context, we used Didactic Engineering as a methodology to design and analyze the process of creating and developing a didactic sequence that considers the historical evolution of the concept, through its logical-historical movement, as well as the cognitive processes involved in learning geometric concepts. The aim is to offer mathematics teaching that promotes a broad understanding of this science. The logical-historical movement of the polyhedron concept helped us understand mathematics as a science developed by human beings and in constant transformation. The use of concrete materials allowed the manipulation and visualization of three-dimensional objects and facilitated the assimilation of the concept. The organization proposed by the methodology adopted was effective in achieving the stipulated objectives, but by segmenting the planning and experimentation phases of the activities, this approach leaves little room for unpredictability.
Copyright (c) 2024 Wilson Francisco da Rocha Lima http://creativecommons.org/licenses/by-nc-nd/4.0
The logical-historical movement in the childhood education: perspective for the teaching of Mathematics
This article aims to discuss the teaching of mathematics in early childhood education based on the logical-historical movement, using the theoretical foundations of Historical-Dialectical Materialism and Historical-Cultural Theory. It advocates for mathematics teaching to be intentionally planned by the teacher from the perspective of dialectical theoretical thinking since early childhood education. Thus, conceptual and scientific thinking is the basis of new formations and the learning process. The concept is a product of social needs and is therefore driven by a motive. The Teaching Guiding Activity is presented as the theoretical-methodological basis for the formation of conceptual thinking in teaching and learning processes, and the Triggering Learning Situations as a resource for systematizing a problem that triggers the learning of a given concept. This article is the result of theoretical and bibliographical research based on the logico-historical movement. From this perspective, we present the Triggering Learning Situations as possibilities for teaching work, proposing, as an example, an activity based on the virtual history of the concept. We hope to have contributed to the defense of developmental teaching in early childhood education and the importance of learning in the development of the human psyche.
Copyright (c) 2024 Camila Fernanda Biolcatti Viviani http://creativecommons.org/licenses/by-nc-nd/4.0
Logical-Historical Movement of Concepts: teacher training, teaching and research
The purpose of this article is to present the second dossier about the "Logical-historical Movement of Concepts: teacher training, teaching and research”. Most of the authors explore the logical-historical movement of mathematical concepts in their articles, to arrange the teaching and promote continuing teacher training processes that go beyond traditional teaching methods. Therefore, the necessity to rescue historical bases of mathematical knowledge is perceived and in some instances the suppositions of the Teaching Guiding Activity are adopted for developing teaching situations for students or for the training process of teachers who approach situations that trigger learning.
Copyright (c) 2024 Marisa da Silva Dias, Maria Lucia Panossian, Maria do Carmo de Sousa http://creativecommons.org/licenses/by-nc-nd/4.0
The logical-historical movement of the concept of computational thinking
This paper presents the logical-historical movement of the concept of computational thinking (CT) in mathematics education. The use of the term in mathematics education will be approached chronologically (historically) and logically. Based on this movement, the development of the concept of computational thinking for mathematics education will be explained, understanding that it is not just about programming languages or the use of computers (machines), but that the development of this thinking can contribute to the development of mathematical concepts related to algebraic thinking and algorithmic thinking.
Copyright (c) 2024 Eloisa Rosotti Navarro Navarro, Maria do Carmo de Sousa, Emerson Rolkouski http://creativecommons.org/licenses/by-nc-nd/4.0
Vygotsky and the Historical-Cultural concept: contributions to Teacher Training
This article seeks to reflect on the historical-cultural conception and the contributions of Vygotsky’s theory, analyzing its influence on the training of teachers in the Pedagogy course, from the perspective of students at the Federal University of Tocantins - Arraias Campus. To this end, we started from the development of children’s thinking in a bibliographic study, based on some theorists of the aforementioned conception, such as: Aléxis N. Leontiev, Alexander R. Luria, Lev S and Vygotsky. We also present a survey carried out with students from the Pedagogy course at UFT-Arraias, in order to report the information collected online, in a remote data collection survey, using the Google Forms tool. Five students participated in the study and evaluated their perceptions regarding the contributions of the historical-cultural conception to the training of educators. Finally, it is understood that, as Vygotsky (1987) tells us, the relationship between language and thought is the center of all psychological development. To comprehend how the learning process occurs in children, it is necessary to understand the relationships between children, adults, objects and knowledge. After the study carried out at UFT-Arraias, it was possible to see how students perceive the importance of the historical-cultural conception within the teacher training process and other theories of Vygotsky regarding the challenges of contemporary times, reinforcing the necessity of curricula that contemplate the studies of the aforementioned theorist in an interdisciplinary way.
DOSSIER - The 100th Anniversary of the Foundations of Defectology and Selected Works from the Studies of L. S. Vygotsky
Copyright (c) 2025 Adriana Matos Rodrigues Pereira, Lenilda Damasceno Perpétuo http://creativecommons.org/licenses/by-nc-nd/4.0
A discursive analysis of the terms Обучение (Developmental Learning) and Воспитание (Education) in the Foundations of Defectology in L.S. Vygotsky (1924-1931)
The papper proposed a discursive analysis of the terms Обучение (Developmental Learning) and Воспитание (Education) with the general aim of verifying the conceptual field of the above terms in the writings on the Foundations of Defectology by L.S. Vygotsky (1924-1931). The methodological path was characterized by an investigation of the dimensions of the conceptual and discursive field, based on the identification and analysis of the terms: Обучение (Developmental Learning) and Воспитание (Education) in the Russian version and translated into Portuguese, through the digital translation platforms: Google Translate and Deepl Translate. In the results, it was possible to significantly identify the term obutchénie in the meaning (sense) of developmental learning in the texts that make up the Fundamentals of Defectology in L.S. Vygotsky, as well as to verify the relevance of the term bоспитаниe (Education) as a mobilizer of learning and development processes in typical children, especially in atypical children.
Обучение (Developmental Learning) and Воспитание (Education)
Márcia Cristina Barreto Fernandes de Abreu
Copyright (c) 2025 Márcia Cristina Barreto Fernandes de Abreu, Andréa Maturano Longarezi http://creativecommons.org/licenses/by-nc-nd/4.0
Reflections on the social diagnosis in the extension project “Curriculum adaptations: actions for inclusion in educational institutions”
This study was prepared based on the activities carried out in the Extension Project “Curriculum adaptations: actions for inclusion in educational institutions”, coordinated by Professors of the Pedagogy major, from the Institute of Human Sciences of Pontal, Federal University of Uberlândia. The project was developed in a state school in Ituiutaba-MG with a group of 43 students from the initial years of elementary school, 17 volunteer students from the same major, and a scholarship holder in the second semester of 2019, being interrupted in March 2020 due to the COVID-19 pandemic. This work will deal with the preliminary assessment carried out with five of the 12 children evaluated by the scholarship holder and another major student. To carry out the social diagnosis (ANACHE, 2001), we analyzed the children's knowledge of reading, writing and basic skills in mathematics. We found that some of the complaints presented by the school were not consistent with the initial assessment made by the scholarship holder and the volunteer student. The results revealed that some children had difficulties other than those indicated by the school. One of the cases was that of Antonella, who was recommended for evaluation because she did not know how to read or perform the four mathematical operations. However, the student did very well in the proposed activities, only being very shy.
Copyright (c) 2025 Maria Aparecida Augusto Satto Vilela, Dielle Oliveira Bezerra http://creativecommons.org/licenses/by-nc-nd/4.0
The instrumental method in Vygotsky’s work: progress and challenges in investigating the child’s cultural development
Vygotsky was a great critic of psychologists who did not take into account the role of culture in child development. It was through the instrumental method that he identified the role of cultural instruments in the development of higher psychological functions during ontogenesis. We will present the antecedents of this method and highlight that it is the result of several influences. We will discuss how it was used for empirical research focused on the genesis of children’s cultural behavior. Finally, we will argue that it was the recognition of the limitations of the instrumental method that guided Vygotsky to develop a new research program, which was only initiated by the author in his last years of life.
Copyright (c) 2025 Eduardo Moura da Costa http://creativecommons.org/licenses/by-nc-nd/4.0
The political dimension of studies in Defectology by Lev S. Vigotski: revisiting conceptions and formulations
This article discusses L. S. Vygotsky's theoretical and methodological assertions on Defectology and places them in perspective in the 21st century. The objective is to focus on the conceptual core of studies on disability, considering the explanatory principles and the political dimension of his theorizing that envisions human development prospectively and the role of education in this process. Based on a theoretical study, the article focuses on Vygotsky's writings, situating the historical context of his production and highlighting the heuristic value of his theses. The article analyzes the new proposal for investigation and intervention that emerges in the historical-cultural theory regarding the education and development of people with disabilities. From this, social education is highlighted as a construct that nucleates Vygotsky's elaborations in Defectology and highlights the political strength of this premise that revitalizes the theory in contemporary times, in such a way as to promote the dispute for a socially designed, participatory and emancipatory public education.
Copyright (c) 2025 Débora Dainez, Ana Luiza Bustamante Smolka http://creativecommons.org/licenses/by-nc-nd/4.0
The place of Psychological Theory in Education
Education is a field of study and of social, cultural and historical practices, a synthesis of knowledges. Around it orbits a multitude of satellites: Psychology, Sociology, Anthropology and other sciences. In the present text, two possibilities of understanding the relationship between psychological theory and educational research, particularly Special Education, are examined. The first, the instrumental perspective, understands the field of education as a large laboratory of application of psychological laws and principles. The second - the perspective of a concrete psychology, according to Vygotsky's vision - understands Education as synthesis of knowledges and linked to the concrete world of social life. As a consequence, it becomes larger than any particular science and has the power to guide the investigation of its satellite sciences. This second way of thinking the relation between psychological theory and Special Education, by inverting the vector, enlarge the horizons of Psychology. So, Psychology can touch the living world.
Copyright (c) 2025 Elizabeth Tunes http://creativecommons.org/licenses/by-nc-nd/4.0
100 years of the Foundations of Defectology and the Works Selected from the Studies of L. S. Vygotsky
O presente Dossiê é uma publicação da Obutchénie: Revista de Didática e Psicologia pedagógica, periódico do Grupo de Estudos e Pesquisas em Didática Desenvolvimental e Profissionalização Docente (GEPEDI) e do Programa Pós-Graduação em Educação da Faculdade de Educação, da Universidade Federal de Uberlândia (UFU), tendo como temática como temática: Os 100 anos dos Fundamentos da Defectologia e as Obras Escolhidas entre os estudos de L. S. Vigotski articulados aos seguintes eixos: Eixo 01: Questões de teoria e história da psicologia; Eixo 02: Problemas da Psicologia Geral; Eixo 03: Problemas do desenvolvimento da psiquê; Eixo 04: Psicologia Infantil; Eixo 05: Fundamentos da Defectologia; Eixo 06: Legado Científico.
Copyright (c) 2025 Márcia Cristina Barreto Fernandes de Abreu, Leonardo Rodrigo Soares http://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2025 Equipe Editorial http://creativecommons.org/licenses/by-nc-nd/4.0
The implementation of the curriculum Childhood Education in Cambé-PR: the Physical Education proposal
The aim of this article is to analyze the process of drawing up and implementing the Early Childhood Education Curriculum for the Municipal Public Education Network of Cambé-PR, with regard to the specificity of Physical Education as an area of knowledge, from the perspective of the Critical-Supervisory approach and its object of study, Body Culture. The study was produced from a bibliographic and documentary review from a qualitative perspective. Completed in 2020, this School Curriculum is theoretically based on the critical-dialectical perspective, on the propositions of Lev Vygotsky's Historical-Cultural Psychology and Dermeval Saviani's Historical-Critical Pedagogy. The implementation of the School Curriculum was accompanied by a process of collective and collaborative production. The Physical Education teachers from the Municipal Education Network were invited to take part in the process, resulting in the involvement of nine teachers who met periodically to study and draw up the guiding document for the Physical Education curriculum. We conclude by arguing that the curricular organization of the Physical Education teacher's pedagogical work should consider humanization as a fundamental principle, planning practices with the intention of teaching and promoting the omnilateral development of children and also corroborating the pedagogical praxis of current teachers and those entering this municipal education network.
Copyright (c) 2025 Roberson Rodrigues Lupion, Marta Silene Ferreira Barros http://creativecommons.org/licenses/by-nc-nd/4.0