Abstract
This article conducts an analysis of the relationship between school education and the development of thinking through concepts, based on the contributions of the historical-cultural psychology and the historical-critical pedagogy. The text is part of a theoretical-conceptual research that seeks to understand the relationship between psychology and education, based on the theoretical-methodological approach of historical-dialectical materialism. To present the results, three axes of analysis were selected: human psyche from the perspective of the historical-cultural psychology and the role of conceptual thinking in its development process; the concept as an activity of thought; and the role of school education in the process of conceptual development. The text highlights that the concept is an activity composed of a series of thought processes that reach their formative peak from adolescence onwards. However, it emphasizes that this process does not occur naturally, requiring that systematized content such as science, art, and philosophy is internalized by students to enable the development of this new form of thinking.
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