Idade como um conceito materialista histórico na teoria histórico-cultural do desenvolvimento humano
Боковая панель статьи
Опубликован:
ноя 22, 2019
Ключевые слова:
Age, Social situation of development, Zone of proximal development, Cultural-historical theory of child development, Vygotsky
Основное содержимое статьи
Аннотация
O conceito de idade tem um papel central na estrutura teórica da abordagem de L. S. Vygotsky para analisar o desenvolvimento infantil. Este conceito é apresentado na primeira parte deste artigo. A apresentação é organizada em torno de três desafios conceituais: o papel ou função do conceito de idade em uma teoria do desenvolvimento humano, o "conteúdo" psicológico de uma idade e como avaliar o desenvolvimento em relação a uma idade. Os pontos principais incluem: (a) a idade, como um conceito psicológico, é formada através da prática material histórica, (b) o conceito tem importância prática, mas (c) de modo geral, o conceito ainda é apenas um esboço teórico. A segunda parte do artigo aborda problemas metodológicos envolvidos no trabalho e no desenvolvimento desse conceito teórico. O uso do conceito em relação às intervenções pedagógicas pode ser especialmente produtivo.
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Как цитировать
Chaiklin, S. (2019). Idade como um conceito materialista histórico na teoria histórico-cultural do desenvolvimento humano. Obutchénie. Revista De Didática E Psicologia Pedagógica, 3(3), 1–27. https://doi.org/10.14393/OBv3n3.a2019-51707
Раздел
Dossiê: Periodização histórico-cultural do desenvolvimento humano
Библиографические ссылки
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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
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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