ESCOLARIZAÇÃO E DESENVOLVIMENTO DO PENSAMENTO: a contribuição da Psicologia Histórico-Cultural
| Autor: | Marta Kohl de Oliveira |
|---|---|
| Jazyk: | English<br />Spanish; Castilian<br />Portuguese |
| Rok vydání: | 2003 |
| Předmět: | |
| Zdroj: | Revista Diálogo Educacional, Vol 4, Iss 10, Pp 1-12 (2003) |
| Druh dokumentu: | article |
| ISSN: | 1518-3483 1981-416X |
| Popis: | The text presents questions relevant to the contribution of historical-cultural psychology towards the consideration over the relations between schooling and thought development. The fundamental question: if school teaches how to think, what is exactly its effect on the subjects who go through it? The traditionally supported views are situated between postulating a superior way of thinking, which would distinguish the subject who goes through schooling from the one who does not, and proposing that any way of thinking would be equally valuable, so that school would have no relevant effect. The position which is taken towards these two views aims at historically basing the institution of school, attributing the presence of certain cultural instruments as the source of differences observed in the ways of thinking. The heterogeneity of subjects in the process of their psychic formation is highlighted, as to the configuration of each subject is absolutely singular, resulting from his typically human potential, from the moment of life in which he lives, from his immersion in certain cultural groups, from the development of his family and his personal history. School, as a historically based institution, shows certain proximity between its internal organization and the stages of development proposed by psychology. It also demonstrates a clear breakup with the thinking and acting of typical day-by-day life. These characteristics are quite compatible with the postulates of the historical-cultural approach. |
| Databáze: | Directory of Open Access Journals |
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