La edad como concepto materialista histórico en la teoría histórico-cultural del desarrollo humano
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Publicado:
nov 22, 2019
Palabras clave:
Edad, Situación social del desarrollo, Zona de desarrollo cercana, Teoría histórico-cultural del desarrollo infantil, Vygotsky
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Resumen
El concepto de edad juega un papel central en el marco teórico del enfoque de L. S. Vygotsky para analizar el desarrollo infantil. Este concepto se presenta en la primera parte de este artículo. La presentación se organiza en torno a tres desafíos conceptuales: el papel o la función del concepto de edad en una teoría del desarrollo humano, el "contenido" psicológico de una edad y cómo evaluar el desarrollo en relación con una edad. Los puntos clave incluyen: (a) la edad, como concepto psicológico, se forma a través de la práctica material histórica, (b) el concepto tiene importancia práctica, pero (c) en general, el concepto sigue siendo solo un esbozo teórico. La segunda parte del artículo aborda los problemas metodológicos involucrados en el trabajo y el desarrollo de este concepto teórico. El uso del concepto en relación con las intervenciones pedagógicas puede ser especialmente productivo.
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Chaiklin, S. (2019). La edad como concepto materialista histórico en la teoría histórico-cultural del desarrollo humano. Obutchénie. Revista De Didática E Psicologia Pedagógica, 3(3), 1–27. https://doi.org/10.14393/OBv3n3.a2019-51707
Sección
Dossier: Periodización histórico-cultural del desarrollo humano
Citas
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POLIVANOVA K. N. (2000). Psychological analysis of the crises in mental development. Journal of Russian & East European Psychology, v. 39, n. 4, p. 47-65, 2001. https://doi.org/10.2753/rpo1061-0405390447
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SLOBODCHIKOV, V. I.; TSUKERMAN, G. A. (1996). Integral periodization of general psychological development. Journal of Russian & East European Psychology, v. 41, n. 6, p. 52-66, 2003. https://doi.org/10.2753/rpo1061-0405410652
VYGOTSKY, L. S. (1934). Thinking and speech. Trans. N. Minick. In: RIEBER, R. W.; CARTON, A. S. (org.). The collected works of L. S. Vygotsky: Problems of general psychology. New York: Plenum, 1987. v. 1, p. 37-285. https://doi.org/10.1017/s0142716400008341
VYGOTSKY, L. S. (1931). Conclusion; further research; development of personality and world view in the child. Trans. M. J. Hall. In: RIEBER, R. W. (org.). The collected works of L. S. Vygotsky: The history of the development of higher mental functions. New York: Plenum, 1997a. v. 4, p. 241-251. https://doi.org/10.1007/978-1-4615-5939-9_15
VYGOTSKY, L. S. (1931). Genesis of higher mental functions. Trans. M. J. Hall. In: RIEBER, R. W. (org.). The collected works of L. S. Vygotsky: The history of the development of higher mental functions. New York: Plenum, 1997b. v. 4, p. 97-119. https://doi.org/10.1007/978-1-4615-5939-9_5
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VYGOTSKY, L. S. (1931). The problem of the development of higher mental functions Trans. M. J. Hall. In: RIEBER, R. W. (org.). The collected works of L. S. Vygotsky: The history of the development of higher mental functions. New York: Plenum, 1997d. v. 4, p. 1-26. https://doi.org/10.1007/978-1-4615-5939-9_1
VYGOTSKY, L. S. (1933). The problem of age. Trans. M. J. Hall. In: RIEBER, R. W. (org.). The collected works of L. S. Vygotsky: Child Psychology. New York: Plenum, 1998. v. 5, p. 187-205. https://doi.org/10.1007/978-1-4615-5401-1_6
BOZHOVICH, L. I. The concept of the cultural-historical development of the mind and its prospects. Soviet Psychology, v. 16, n. 1, p. 5-22, 1977. https://doi.org/10.2753/rpo1061-040516015
BOZHOVICH L. I. (1978). Stages in the formation of the personality in ontogeny. Soviet Psychology, v. 17, n. 3, p. 3-24, 1979. https://doi.org/10.2753/rpo1061-040517033
BOZHOVICH, L. I. (1988). L. S. Vygotsky’s historical and cultural theory and its significance for contemporary studies of the psychology of personality. Journal of Russian & East European Psychology, v. 42, n. 4, p. 20-34, 2004. https://doi.org/10.1080/10610405.2004.11059226
CHAIKLIN, S. The zone of proximal development in Vygotsky's analysis of learning and instruction. In: KOZULIN, A.; GINDIS, B.; AGEYEV, V.; MILLER, S. M. (org.). Vygotsky's educational theory in cultural context. Cambridge: Cambridge University Press; 2003. p. 39-64. https://doi.org/10.1017/cbo9780511840975.004
CHAIKLIN, S. A zona de desenvolvimento próximo na análise de Vigotski sobre aprendizagem e ensino. Trad. J. C. Pasqualini. Psicologia em Estudo, v. 16, n. 4, p. 659-75, Dec. 2011. https://doi.org/10.1590/s1413-73722011000400016
CHAIKLIN, S. Units and wholes in the cultural-historical theory of child development. In: EDWARDS, A.; FLEER, M.; BØTTCHER, L. (org.). Cultural–historical approaches to studying learning and development. Singapore: Springer, 2019, p. 263-277. https://doi.org/10.1007/978-981-13-6826-4_17
ELDER Jr., G. H.; SHANAHAN, M. J. The life course and human development. In: LERNER, R. M. (org.). Handbook of child psychology: Theoretical models of human development. 6. ed. Hoboken, NJ: Wiley, 2006. v. 1, p. 665-715.
ELDER Jr., G. H.; SHANAHAN, M. J.; JENNINGS, J. A. Human development in time and place. In: BORNSTEIN, M. H.; LEVENTHAL, T. (org.). Handbook of child psychology and developmental science. 7th. ed. Hoboken, NJ: Wiley, 2015. v. 4, p. 6-54. https://doi.org/10.1002/9781118963418.childpsy402
EL’KONIN, D. B. Toward the problem of stages in the mental development of children. Journal of Russian & East European Psychology, v. 37, n. 6, p. 11-30, 1999. https://doi.org/10.2753/rpo1061-0405370611
FOUCAULT, M. (1975). Discipline and punish: The birth of the prison. Trans. A. Sheridan. New York: Vintage Books, 1979, 333 p.
HEDEGAARD M. The significance of demands and motives across practices in children's learning and development: An analysis of learning in home and school. Learning, Culture and Social Interaction, v. 3, n. 3, p. 188-94, 2014. https://doi.org/10.1016/j.lcsi.2014.02.008
KERTZER, D.; SCHAIE, K. W. (ed.). Age structuring in comparative perspective. Hillsdale, NJ: Lawrence Erlbaum, 1989. 278 p.
KERTZER, D. I.; KEITH, J. (ed.). Age and anthropological theory. Ithaca, NY: Cornell University Press, 1984, 344 p.
LAKATOS, I. Falsification and the methodology of scientific research programmes. In: LAKATOS, I.; MUSGRAVE, A. Criticism and the growth of knowledge. Cambridge: Cambridge University Press, 1970. p. 91-196. https://doi.org/10.1017/cbo9781139171434.009
LERNER, R. M. (org.). Handbook of Child Psychology: Theoretical Models of Human Development. 6th. ed. Hoboken, NJ: Wiley, 2006. v. 1, 1085 p.
MARX, K. (1894). Capital: a critique of political economy. Ed. F. Engels; Trans. D. Fernbach. London: Penguin, 1991. v. 3.
POLIVANOVA K. N. (2000). Psychological analysis of the crises in mental development. Journal of Russian & East European Psychology, v. 39, n. 4, p. 47-65, 2001. https://doi.org/10.2753/rpo1061-0405390447
RIEBER, R. W. (org.). The collected works of L. S. Vygotsky: Child psychology. Trans. M. J. Hall. New York: Plenum, 1998. v. 5.
ROSE, N. Governing the soul: The shaping of the private self. London: Routledge, 1990. 304 p.
SLOBODCHIKOV, V. I.; ISA'EV, E. I. (2000). The conceptual foundations of developmental psychology. Journal of Russian & East European Psychology, v. 52, n. 5-6, p. 45-136, 2015. https://doi.org/10.1080/10610405.2015.1199162
SLOBODCHIKOV, V. I.; TSUKERMAN, G. A. (1996). Integral periodization of general psychological development. Journal of Russian & East European Psychology, v. 41, n. 6, p. 52-66, 2003. https://doi.org/10.2753/rpo1061-0405410652
VYGOTSKY, L. S. (1934). Thinking and speech. Trans. N. Minick. In: RIEBER, R. W.; CARTON, A. S. (org.). The collected works of L. S. Vygotsky: Problems of general psychology. New York: Plenum, 1987. v. 1, p. 37-285. https://doi.org/10.1017/s0142716400008341
VYGOTSKY, L. S. (1931). Conclusion; further research; development of personality and world view in the child. Trans. M. J. Hall. In: RIEBER, R. W. (org.). The collected works of L. S. Vygotsky: The history of the development of higher mental functions. New York: Plenum, 1997a. v. 4, p. 241-251. https://doi.org/10.1007/978-1-4615-5939-9_15
VYGOTSKY, L. S. (1931). Genesis of higher mental functions. Trans. M. J. Hall. In: RIEBER, R. W. (org.). The collected works of L. S. Vygotsky: The history of the development of higher mental functions. New York: Plenum, 1997b. v. 4, p. 97-119. https://doi.org/10.1007/978-1-4615-5939-9_5
VYGOTSKY, L. S. (1927). The historical meaning of the crisis in psychology: A methodological investigation. Trans. R. van der Veer. In: REIBER, R. W.; WOLLOCK, J. (org.). The collected works of L. S. Vygotsky: Problems of the theory and history of Psychology. New York: Plenum, 1997c. v. 3, p. 233-343. https://doi.org/10.1007/978-1-4615-5893-4_17
VYGOTSKY, L. S. (1931). The problem of the development of higher mental functions Trans. M. J. Hall. In: RIEBER, R. W. (org.). The collected works of L. S. Vygotsky: The history of the development of higher mental functions. New York: Plenum, 1997d. v. 4, p. 1-26. https://doi.org/10.1007/978-1-4615-5939-9_1
VYGOTSKY, L. S. (1933). The problem of age. Trans. M. J. Hall. In: RIEBER, R. W. (org.). The collected works of L. S. Vygotsky: Child Psychology. New York: Plenum, 1998. v. 5, p. 187-205. https://doi.org/10.1007/978-1-4615-5401-1_6