DIRETIVIDADE NO ENSINO E ZONA DO DESENVOLVIMENTO PROXIMAL: A FUNÇÃO DO PROFESSOR A PARTIR DA TEORIA DE VIGOTSKI
Journal Title: Ideação - Year 2016, Vol 18, Issue 2
Abstract
Vygotsky was an eyewitness of Russian Revolution of 1917, which raised to power the socialist society, and within this society, subordinated to Marxism, he formulated his theory, model and expression of a social practice. In this study, we aim to formulate an apology to Vygotsky. In the methodology, we critically analyze Vygotsky’s writings and seek to “recreate” the author, proposing commentaries about his theory, since the circulation until the appropriation. In the theoretical field, we put Vygotsky among the Marxists, in order to differentiate him from Piaget, who is Kantian. The objective is to demonstrate that, although the Brazilian educational tradition is from a Piagetian perspective, Brazilian educators accepted Vygotsky’s writings. Among the reasons of this acceptation, we connect the relation of the materialistic basis of Vygotsky’s theory to the democratization of the country in the 1980s; the new dynamics that he gave to learning and development concepts; presentation of the concepts of zone of proximal development, phylogenesis, ontogenesis, sociogenesis and microgenesis; the relations between the origins of the superior forms of human conscious behavior with the culture; and the guidelines of his method to solve educational problems. We highlight the “theoretical comfort” of Brazilian educators, especially by the understanding of a need for directivity in education, and by the fundaments of Historical-Critical Pedagogy, one of the progressive educational theories most accepted in Brazil.
Authors and Affiliations
Rogerio Rech
Keywords
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