The contributions of the historical-cultural theory to the performance in multiseriated classes

Abstract

This text aims to present a reflection on the role of the teacher as an organizer of the educational social environment in multi-grade classes. For this article, a bibliographical research based on the historical-cultural theory was demanded. The results of the research show that the historical-cultural theory can provide the understanding of man as a historical being that, if built through his relations with natural and social environment, in the work process (transformation of nature), in a dynamic, contradictory and dialectical system that throughout its formation process is always producing knowledge and appropriating the culture. The education is a partner in this production and systematization of knowledge, as the school assumes the role of intervening in the process of human formation and Superior Psychological Functions, which has repercussions on the constitution of human qualities. For this demands the organization of the student's social environment, the teacher, when assuming this function, must have intentionality, planning and reflection (intervention) to promote psychic development apprehension knowledge of students. This, in the case of multi-grade classes, can operate in the optimization of concrete possibilities to work with students of various grades, different levels of learning, different ages and who develop teaching and learning in the same space and at the same time. Thus, integrating diversity, the conceptions and the educational practices that must be thought to educate and value the individual constituted by law that deserves to be recognized in his identity.