Cultural-historical Theory Research Articles

Что нам делать с «Большой Королевской Печатью»: новая реальность в наследии Выготского

The paper explores contemporary state of arts in the perception of cultural-historical theory (CHT) by the international scholarly community. On one hand, we do have a great number of publications exploring and advancing Vygotsky’s legacy in many ways and directions. On the other hand, paradoxically, there is still no agreement about what CHT is as a theory, and what are its subject-matter, laws, principles and research method. The current state of arts could be expressed by the metaphorical words “Christianity without Christ”. The problem is that the existing exposition of CHT appeared over 30 years back, when only a limited number of Vygotsky’s original texts were available. But the new reality, with Vygotsky’s legacy connected by the publication of a significant number of his unknown previously writings and recent archival findings, allows us to improve the existing exposition of CHT. This article provides an example of how this new reality brings solutions to several problems, such as 1) the title of the theory; 2) its subject-matter and 3) the system of laws of psychological development. The last part of the paper indicates several problems and issues to resolve in discovering CHT as a wholistic theoretical system.

Análise da Configuração Textual: uma aula de L. S. Vigotski

Resumo: Pela análise do texto/aula O pensamento do escolar objetivou-se refletir sobre a síntese dos conceitos que constituem a Teoria Histórico-Cultural, com destaque para o desenvolvimento da consciência humana. O método para tal ação foi a análise documental e o procedimento de interpretação empregado foi a análise da configuração textual. Foram analisados aspectos do contexto histórico e da tradução, bem como a síntese de conceitos apresentada por Vigotski para professores em formação. A tentativa de esclarecer, exemplificar, contextualizar e demonstrar aos professores a necessidade de refletir sobre os conceitos da Teoria Histórico-Cultural na prática pedagógica explorou o pensamento conceitual no processo de desenvolvimento da criança.

Ressignificating theory of professional links in nursing work

ABSTRACT Objective: to construct new meanings for the concepts of the Theory of Professional Links with the nursing staff in the micro workspace. Method: qualitative, descriptive and exploratory, based on Vygotsky’s Historical-Cultural Theory. Eight care nurses from different care settings participated in the study. The data collection was conducted by the focus group technique and analysis by Minayo´ s operational proposal. Results: At the beginning of the resignification, some weaknesses have arisen for the application of the theory, among them: lack of time and physical space to meet with the teams, inexperience with approach and techniques of group dynamics. Spirituality and conflict management have emerged in the collective discourse contributing to the perfection of the theory. Conclusions and Implications for practice: from the theory application, there were gaps to be overcome both in the relational, technical and personal scope, allowing each nurse to visualize how their work process is given. Enables a reflective exercise on the doing and scope of group work and nurses’ action and discourse in the management of interpersonal relationships. Through the new concepts added to the theory it can constitute a management model for nursing work.

Социальная психология развития: интеграция идей Л.С. Выготского и А.В. Петровского

The article discusses the productivity — in terms of the further development of the cultural-historical tradition — of turning to social psychology, in particular, to the approach developed by A.V. Petrovsky that is in many respects connected with the cultural-historical theory. We argue for the establishment of social psychology of development as a separate interdisciplinary field of scientific knowledge focused on the development of the individual in a complex and rapidly changing, contantly transforming global world. We suppose that the trend in the development of cultural-historical theory towards social psychology (a step in this direction) can actually be traced already, as evidenced by the increasing use of socio-psychological concepts in studies, as well as socio-psychological strategies and research methods.

ПСИХОЛОГІЧНІ ФАКТОРИ ВПЛИВУ АРТ-ТЕРАПІЇ НА ПРОЦЕС РОЗВИТКУ ДІТЕЙ

Мета дослідження. Визначення основних психологічних факторів впливу в процесі арт-терапії з дітьми дошкільного віку. Методологія і методи дослідження. Методологічною основою дослідження стала культурно-історична теорія, теорія, комплексний діагностичний тест для виявлення індивідуальних і психологічних особливостей дитини і характеру бачення нею оточуючого світу, уявлення про себе і свою діяльність. Були використані методики визначення рівня розвитку сприйняття, уваги, пам’яті, мислення, уяви. Результати: Визначено, що арт-терапія як стратегія втілення основних завдань психокорекційної роботи в умовах становлення свідомості дитини в просторі дитячо-дорослої спільноти будується на наступних принципах: творчого розвитку; використання ефекту саморозвитку за активної підтримки дорослого; принцип системного підходу до психокорекційної роботи, що призводить до досягнення психотерапевтичного ефекту; принцип опосередкування особистості дитини та її відношень у процесі відтворення картини світу через формування візуальної моделі, яка є системою графічних і кольорових значень, «візуальних архетипів» у дитячій творчості. У статті показано, що у процесі арт-терапії відбувається становлення і розвиток трьох ліній відношень дитини: до себе, до оточуючих людей і світу, що складають її картину світу. Висновки. У статті проаналізовано проблему арт-терапії як засобу психологічної гармонізації та розвитку психіки дитини через художньо-творчу діяльність. Розглянуто наукові пошуки вчених з питань особливостей арт-терапії як науки, її ефективності в роботі з дітьми дошкільного віку, визначено психологічні фактори щодо психотерапевтичного та психокорегуючого потенціалу образотворчого мистецтва і художньо-творчої діяльності в роботі з дітьми. Розкрито психологічні фактори психотерапевтичного впливу на етапі початку образотворчої діяльності дитини, зокрема художня експресія, психотерапевтичні відношення та інтерпретація вербально-зворотнього зв’язку.

Jogos digitais e aprendizagem: um estudo pela perspectiva da teoria histórico-cultural

O presente artigo tem como objetivo analisar a relação de alguns conceitos-chaves da teoria histórico-cultural com a aprendizagem baseada em jogos digitais. Caracteriza-se como um estudo teórico, elaborado por meio de pesquisa bibliográfica acerca do entendimento do jogo enquanto dimensão lúdica na cultura e na sociedade e da aprendizagem baseada em jogos digitais à luz da perspectiva epistemológica citada anteriormente. Fundamenta-se sua análise nos estudos de Vigotski, Leontiev, Luria, Elkonin. Considera-se os jogos digitais como sendo uma atividade humana, elemento constituinte da cultura, com um sistema de regras explícitas e implícitas, que preenche necessidades, possibilita que as relações sociais sejam construídas e reconstruídas, propicia interação, estimula a descoberta, o interesse, a reflexão, viabiliza a aprendizagem de conceitos científicos e atua nas atividades psíquicas. Nesse contexto, este trabalho tem a intenção de contribuir para as discussões que envolvem jogos digitais e aprendizagem, compreendendo que as principais ideais fundadas e desenvolvidas por essa teoria podem estar interligadas para uma era digital.

Школа как экосистема развивающихся детско-взрослых сообществ: деятельностный подход к проектированию школы будущего

The paper analyses the main paths of designing an effective model of the ‘School of the Future’ through the lens of cultural-historical theory and activity approach. Contrary to the existing models (such as the ‘Chinese School of the Future’, ‘European School of the Future’ etc), the design strategy in cultural-historical approach is aimed at creating a communication- and activity-based environment of sign which is based on the variety of child-adult communities and activity types. Thus in such an environment the process of growing up is shaped by the children’s inclusion into various communities and by the rich opportunities for self-determination through the acquisition of different social practices which, in turn, promote the development of individual cognitive strategies. According to the principles of cultural-historical psychology, the source of human development in the school of the future is closely related to the acquisition of patterns of action and sign means that mediate the individual’s status in different communities mastering different activities. Acquiring such socially adopted patterns of action enables the children to participate in the activities of various social communities that have their own practices, to understand the general principles of their functioning, to coordinate different activity types while preserving their self in many social communities simultaneously, and, eventually, to influence the development of these very communities; and, the last but not the least, to establish new social communities, if necessary, and design their new activities.

А.И. Мещеряков о формировании человеческой психики у слепоглухих детей

The transcript of the report by Alexander Ivanovich Meshcheryakov “The formation of the psyche in the deaf-blind” is published. Report was made at the meeting of the Presidium of the Academy of Sciences of the USSR in July 27, 1969. The report summarizes the theoretical results of the Zagorsk experiment, which continued Professor I.A. Sokolyansky’s long-term work on education of deaf-blind children. This work is interpreted from the point of view of the cultural-historical theory of forming human psyche and speech on the basis of “divided objective activities” of the educator and the child. A.I. Meshcheryakov experimentally demonstrates the technology of child’s interiorization of human activity forms through cultural objects, which, in his expression, are concentrated “wisdom of mankind” – social and historical experience of man’s transforming the world and his own self. The report pays particular attention to the development of cultural means of communication: from signal touching and gesture language to oral and written speech.

Современное подростничество в фокусе культурно-исторической психологии: к проблеме ролевого экспериментирования

The article focuses on the main aspects of understanding adolescence in the framework of the Cultural-Historical Theory. Such concepts as new formations, social situation of development and leading activity are discussed in relation to this age period. It is argued that controversies about the content of development in adolescence are due to the fact that so far no “ideal form” has been clearly indicated for this age. An attempt is made to discuss a little-known text by L.S. Vygotsky – “Concrete human psychology” – where the issue of social roles and the importance of investigating them in adolescence was highlighted. L.S. Vygotsky interpreted the notion of role as a key mechanism, responsible for the regulation of higher mental functions in various social interactions. For a number of reasons – particularly, historical – the concept of role has long remained almost neglected in Russian psychology. Thus, the article draws attention to the issue of role development in adolescence and focuses on the problem of experimenting with roles as a particular system of activities during this age period.

Traditional and innovative trends in math education in preschoolers in Russia: Do they fit to educational criteria?

Relevance. There is growing interest in the market for educational applications in Russia. A significant number of these are aimed at preschoolers. Although much is known about the key features of preschoolers learning ( due to the cultural-historical approach as well ), there is still little research analyzing whether these features are taken into account in the design and methodology of mobile applications available on the market. Objective. To analyze math apps for preschoolers from the standpoint of cultural-historical theory. Design. We went to Google Play and AppStore with the query “mathematics for preschoolers” and selected four apps that are most popular among users and recommended by experts. We analyzed them according to the following criteria: (1) adult engagement, (2) quality of the child’s interactions with the application content, (3) types of content, (4) forms of material presentation and the correspondence of the method of number concept formation to the preschool age specifics, (5) the quality of mathematical content, that ensures the principle of continuity with the primary school curriculum. Results. None of the apps was based on developmental learning methodology, and none used opportunities for involving an adult in a dialogue and joint activities with a child. Not all the apps considered the characteristics of the age group in their design of content and the child’s interactions with the app. Only one of the apps provides continuity with the primary school curriculum. Conclusions. Scientific knowledge and practical achievements in the field of mathematical education for preschoolers are not always reflected even in the most popular programs. Our analysis allows to draw the attention of parents, teachers, and developers to important design elements that could make an app really educational for preschool children.

Formation of the life competence as the basis for personalized development of a primary school child

The article presents the research theoretical analysis of personality’s competence, it reveals its components and characteristics; the competence is considered from the point of view of cultural-historical theory of higher psychic functions made by L. Vyhotskyi, according to which the intellectual development of personality is implemented through acquisition by meanings of words and visual symbols, as well as it demonstrates the procedural-active approach (S. Rubinshtein, A. Brushlynskyi, L. Venher), in which the key concept is «thinking and ability», and it is determined that the essence of intellectual education should consist in formation of personality’s ability to understand and generate the new thoughts. Competence is defined by scientists as the ability to make decisions and bear responsibility for their implementation in various fields of human activity. The concept of competence implies combination of physical and intellectual qualities of a person and the properties necessary for independent and effective way out from different life situations. Competence implies the appropriate level of personal mechanisms development, such as repetition, identification, imitation, empathy, reflection, image of «I», conscience, corresponding to age opportunities and individual life stories of a child. 
 In psychological and pedagogical literature, different aspects of competence are considered: competence in communication, cognitive competence, social and psychological competence, life competence, etc. Communicative competence is considered as a system of internal resources necessary for building the effective communication in a certain range of situations during the interpersonal interaction. Cognitive competence makes it possible to determine what is true and what is false. Competence in the emotional-volitional sphere implies the preschooler’s morality formation. As the indicators of vital competence the scientists determine the activity of a child in gaming, subject-practical activities, communication and basic qualities formation in personality.

A OFERTA DE LÍNGUA INGLESA NOS ANOS INICIAIS DA EDUCAÇÃO BÁSICA

Este artigo procurou demonstrar, à luz da Teoria Histórico-Cultural, a necessidade, na contemporaneidade, da atividade mediadora do professor no processo educativo. Entendemos que os conhecimentos são históricos e socialmente construídos pelas gerações anteriores até os dias atuais. Desse processo de objetivação do conhecimento nasce a necessidade da educação, especificamente, na nossa sociedade, a educação escolar, para que esses conhecimentos sejam transmitidos às novas gerações de modo que estas se desenvolvam e façam parte da sociedade de seu tempo. Saviani defende que não é qualquer conhecimento que deva ser transmitido, mas a cultura maior, os conhecimentos científicos, ou o erudito. Sob essa perspectiva defendemos o ensino de Língua Estrangeira Moderna-Inglês nas séries iniciais, por compreender seu papel formador e condicionante ao desenvolvimento das estruturas psíquicas mais elaboradas. Demonstramos, então, através de nossa pesquisa bibliográfica e em documentos oficiais, se as instituições de educação estão estruturadas para que esse desenvolvimento seja garantido; para isso, mostramos como está composto o quadro de profissionais docentes de língua inglesa do município de Palmas no Estado do Paraná, articulando seus dados com a importância da formação inicial e continuada. Através da leitura dos dados pudemos perceber avanços em relação à formação dos professores que compõem o quadro do magistério do município e a importância da formação inicial e continuada na prática docente.

Formação para o desenvolvimento humano no ensino superior

Das diversas pesquisas feitas em educação, poucas buscam modificar áreas de práticas cristalizadas como a docência no ensino superior fora das licenciaturas. Este trabalho busca mostrar a relevância da atenção a esse setor, uma vez que o ensino superior atual forma uma geração de profissionais atuantes na gestão e manutenção da produção no sistema capitalista. Para aqueles que pretendem avançar a sociedade para além do capital, é imprescindível que as classes intermediárias dos trabalhadores sejam transformadas. Assim, apresentamos a necessidade da atuação na classe de trabalhadores da Engenharia como exemplo de “mão de obra qualificada” que reproduz a lógica do capital. Em seguida apontamos a possibilidade de atuação nessa classe através dos cursos de formação profissional, ou seja, preparar a classe para outra forma de atuação. Por fim, apontamos a maneira de modificar essa formação, qual seja, através da didática baseada na Teoria Histórico-Cultural.
 Recebido: 29/03/2019
 Aceito: 12/07/2019

Considerações sobre o ensino de sociologia no ensino médio e a teoria histórico-cultural

Seja na formação de professores, no âmbito acadêmico ou em sala de aula, o ensino de sociologia para o ensino médio e sua prática apresentam características peculiares e desafios a serem superados; apesar do histórico da disciplina no país apresentar longa trajetória, foi através da Lei 11.684/08 que esta permaneceu de forma permanente nos currículos oficiais da última década. A preocupação em construir o campo científico e acadêmico das Ciências Sociais era prioridade e assim, a disciplina escolar sofre distinção das demais, sendo passível de descarte ou substituição. O principal argumento em relação à “fragilidade” da disciplina se refere à complexidade de conteúdos e sua possível utilidade na formação básica dos adolescentes. Nesse sentido, como podemos construir uma prática pedagógica que possibilite a adequada transposição escolar dos conteúdos, além de afirmar a relevância da Sociologia na educação básica? O presente artigo busca refletir sobre uma prática pedagógica transformadora para a disciplina escolar de sociologia, através das contribuições da Teoria Histórico-Cultural em relação ao ensino e aprendizagem. Para tal, buscou-se problematizar o papel da escola na sociedade capitalista e compreender o papel das Ciências Sociais na instituição escolar, através do dispositivo pedagógico de desnaturalização dos fenômenos sociais e a relação intermitente da disciplina com os modelos de currículos. Por fim, considera-se que os aportes teóricos oferecidos pela Teoria Histórico-Cultural na disciplina de sociologia possibilitam atividades de aprendizagem mediadas atribuídas de sentido.

Formação docente e relações étnico-raciais

O artigo trata sobre formação docente frente a implementação da Lei nº 10.639/03 no interin de uma educação antirracista. O estudo inicia discorrendo sobre os caminhos para construção de uma identidade docente segundo alguns autores e autoras, como: Imbernón (2011); Veiga (2012); Tardiff (2014) e Gauthier (2006). Em seguida, é discorrido sobre formação docente na perspectiva da Teoria histórico-cultural e da interculturalidade. Assim, foram utilizados os alguns autores e autoras: Candau (2000); Duarte (1993); Fleury (2003) e Munanga (2008). A pesquisa concluiu que é possível ter uma formação docente que contemple uma educação antirracista à luz de enfoques críticos na perspectiva que atendam à implementação da Lei nº 10.639/03.

De Cultuurhistorische Onderwijspedagogiek als narratief

Abstract Cultural historical pedagogy as a narrative about good education: a reflection on 50 years theory-guided innovation in educational practiceIn this article, we reflect on the contribution of cultural historical theory for the innovation and improvement of educational practice in the Netherlands. As a first step, we will show how different narratives about good education are constructed and passed on in educational discourse. Next, we will discuss the characteristics of a cultural historical narrative about good education. To illustrate this narrative, we will present one particular story that has been developed over the past decades: Developmental Education. Developmental Education is a specific approach to education that is based on and rooted in cultural historical theory. A special feature of this narrative is the close and inseparable relation between theory and practice. We will show how this vision on the theory-practice relation leads to a specific interpretation of teachers’ professional development. Using two examples, we will illustrate how teachers, teacher trainers, educational developers, and researchers within the Developmental Education community collaboratively innovate and improve educational practice in a theory-driven manner.

Problematic Internet Usage by Adolescents with Disabilities

Introduction. The intensive development of adaptive information technologies leads to the active inclusion of adolescents with disabilities in Internet communications, expanding the possibilities of their social adaptation. At the same time, the limitation of opportunities for social interaction due to impaired psychophysical development is an additional factor in the uncontrolled involvement of adolescents in Internet communication and the risk of Problematic Internet Usage.The aim of this research is to study the degree and indicators of Internet addiction among adolescents with disabilities in conjunction with indicators of their social adaptability.Methodology and research methods. Theoretical and empirical study is based on the provisions of the psychological theory of activity and personality, culturalhistorical theory of L. S. Vygotsky, the ideas of domestic and foreign psychology about addictive behaviour including about risk and factors of Internet addictive behaviour normally developing adolescents and adolescents with disabilities. The study was carried out using empirical methods (questionnaires, psycho-diagnostic methods, survey methods); methods of quantitative analysis of empirical data, including methods of mathematical statistics: comparison of samples by the Mann-Whitney test; correlation analysis using the linear Pearson correlation coefficient. The calculations were performed using the Excel software package and using the SPSS 16.0 software package (Statistical Package for Social Science).Research results and scientific novelty. The general and specific features of the Internet usage among adolescents with disabilities are identified; personality traits are identified as a prerequisite for the Problematic Internet Usage in this category of adolescents. It has been determined that virtual communication acts for adolescents with disabilities as a kind of adaptation-compensatory resource that allows overcoming communicative difficulties. At the same time, inadequate selfregulation of behaviour makes it difficult for self-control to stay online and thereby increases the risk of the negative impact of interaction on the Internet on their physical and mental state. It is revealed that the personal background of the Problematic Internet Usage has specificity depending on the nature of developmental disorders in adolescents.Practical significance. The results of the research can be used in the work of a psychologist and a teacher for the diagnosis, prevention and correction of Internet addiction by adolescents with disabilities.

Idade como um conceito materialista histórico na teoria histórico-cultural do desenvolvimento humano

O conceito de idade tem um papel central na estrutura teórica da abordagem de L. S. Vygotsky para analisar o desenvolvimento infantil. Este conceito é apresentado na primeira parte deste artigo. A apresentação é organizada em torno de três desafios conceituais: o papel ou função do conceito de idade em uma teoria do desenvolvimento humano, o "conteúdo" psicológico de uma idade e como avaliar o desenvolvimento em relação a uma idade. Os pontos principais incluem: (a) a idade, como um conceito psicológico, é formada através da prática material histórica, (b) o conceito tem importância prática, mas (c) de modo geral, o conceito ainda é apenas um esboço teórico. A segunda parte do artigo aborda problemas metodológicos envolvidos no trabalho e no desenvolvimento desse conceito teórico. O uso do conceito em relação às intervenções pedagógicas pode ser especialmente produtivo.

PROEJA no IFMT: possibilidades de inclusão ou exclusão?

Este artigo objetiva apresentar alguns fatores de exclusão e de inclusão de alunos do PROEJA do XXX, a partir de dados de uma pesquisa qualitativa e de outra quantitativa. Como embasamento teórico, utilizou-se a teoria Histórico-Cultural de Vygotsky, que concebe o homem histórica e socialmente construído. A amostra compreendeu 184 participantes, discentes (jovens e adultos) e docentes do programa PROEJA no XXX, no período de 2010 a 2013. Analisaram-se os dados qualitativos utilizando as práticas discursivas de Spink (2004), com Mapas de Associação e repertórios interpretativos; na quantitativa, usou-se o SPSS. Os dados apontaram que existem fatores na operacionalização do PROEJA possibilitadores de inclusão, como grande alcance social, recuperação da escolaridade, efetivação da cidadania e inserção no trabalho. Por outro lado a não contextualização dos conteúdos, a não flexibilização dos cursos, os currículos não adequados e a falta de capacitação dos docentes podem desestimular o aluno e provocar a exclusão.

THE AESTHETICAL LITERACY IN THE CONSOLIDATION OF READING AND WRITING OF YOUNG AND ADULT PEASANTS


 
 
 
 The main objective of this research is to investigate how aesthetic literacy is developed from visual signs and writing to understand the reality of Brazilian youth and adult rural education. This study was based on Historical-Cultural theory and had as a method the Didactic-Formative Experiment. Correcting or alleviating problems that appear in reading and writing, seeking to improve them is a way of thinking about a possibility of multi literacy, in which the aesthetic literacy configures an essential aspect, because in the research, the students started to write better after producing comics books. They improved their writing. This is beautiful, beauty: character of well- done; coherent, defined, with good form.