Learning Activity and teacher’s work organization

Abstract

According to Cultural-Historical Theory, learning activity, by which students appropriate themselves of knowledge from different sciences that form the school curriculum, causes the most relevant changes in psychic processes and in the formation of children´s personality during school years. That activity produces an important psychological new formation in the humanization process, or rather, the formation of theoretical thought. The formation of this activity is the essence of teachers´ work. How may knowledge on learning activity contribute to the organization of teachers´ work? As a result of a bibliographic research, the current paper discusses learning activity which marks pathways for the organization of teaching. The theoretical production of Psychologists and Pedagogues of Cultural-Historical Theory and of Developmental Teaching will be an aid to understand learning activity within the context of human development-promoting activities; the particularities of theoretical thought as a specific neo-formation within the schooling period; and the peculiar actions of learning activity materialized in learning tasks. Further, attention on demands that the formation of learning activity brings to teachers´ work are enhanced.