Vigotski's school of thought and education: some hypothesis to a pedagogical reading of the Historical-Cultural Psychology

Authors

  • Newton Duarte Universidade Estadual Paulista J. M. Filho; Faculdade de Ciências e Letras; Departamento de Psicologia da Educação

DOI:

https://doi.org/10.1590/S1678-51771996000100002

Keywords:

Vygotsky^i2^sLev Semenov, Vygotsky^i2^s1896-1, Childhood development, School learning, Language, Education

Abstract

This paper presents five hypotheses to a pedagogical reading of the Historical - Cultural Psychology (Vigotski's school): 1) to understand Vigostki and his school of thought it is essencial to study the philosophical Marxist foundations of this psychological school; 2) Vigotski's works have to be studied as part of a whole constituted of the works produced by the Historical-Cultural Psychology; 3) Vigotski's school is neither interactionist nor constructivist; 4) it is necessary to have a conscious relationship of the pedagogical ideas which have been used as means to reading of the School of Vigotski's works that Brazilian educators have made; 5) a"escolanovista" pedagogical reading of the School of Vigotski's works is opposite to the pedagogical principles existing in this psychological school.

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Published

1996-01-01

Issue

Vol. 7 No. 1-2 (1996)

Section

Original Articles

License

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How to Cite

Vigotski’s school of thought and education: some hypothesis to a pedagogical reading of the Historical-Cultural Psychology . (1996). Psicologia USP, 7(1-2), 17-50. https://doi.org/10.1590/S1678-51771996000100002