A psicologia histórico-cultural e as relações entre aprendizagem e desenvolvimento da criança: contribuições em defesa do “ato de ensinar”

Abstract

This paper seeks to discuss the contributions of cultural-historical psychology for early childhood education and their implications for educational management. Adopt-specific purposes are to highlight the relationships between learning and child development, taking as its premise the reflections of the cultural-historical psychology, in its greatest exponents, which are: Vygotsky (2007), Luria (1991, 2005) and Leontiev (1978, 2005). Of a theoretical-bibliographic and documentary, this study takes as a reference, in addition to studies conducted by the School of Vygotsky, the discussions by contemporary authors like Duarte (1996, 2001), Martins (2006), Facci (2004) and Caramel (2007, 2008) as well as analysis of some key documents entered into since the 1990s by international organizations. We support and the authors studied the teaching that allows the individual to take ownership of the knowledge accumulated by humanity historically and direct action of the teacher in this process that is far beyond a mere organizer of learning and teaching, as has been evidenced currently directed to the pedagogical Brazilian public education. Finally, we assert that, at present, policies aimed at assisting the populations of developing countries or underdeveloped countries, which take the basic education as paramount, deny the role of the teacher in the learning process, while it transfers to the individual initiative, responsibility for school education, with the greatest expression called the Movement for Education for All (EFA) that has direct policy and educational programs targeted at developing countries.