Cultural-historical Perspective Research Articles

A Educação Infantil na BNCC: desafios à consolidação de direitos de aprendizagem e desenvolvimento

O presente estudo aborda algumas implicações teórico-práticas da Base Nacional Comum Curricular (BNCC) para o desenvolvimento do trabalho pedagógico no âmbito da educação infantil. Partindo de uma análise sobre o estado da arte no que se refere às dificuldades de professores e alunos para a ação educativa nessa instância da educação básica, indica elementos ao debate que se voltam à explicação dos problemas elencados e para encaminhamento de um processo de constituição de sujeitos de aprendizagem na educação infantil. Trata-se de pesquisa bibliográfica e de análise documental cujos resultados mostram as dificuldades da cultura escolar básica para a superação do encaminhamento de situações didáticas ainda fortemente marcadas pela desconsideração da diversidade cultural, pela associação de modelos e pela dicotomia entre cuidar e educar. Aponta para o constructo teórico da perspectiva histórico-cultural como busca de encaminhamento para a efetivação de um amplo processo de produção de sentidos e de negociação de significados de ensino e de aprendizagem, de forma geral, e da Matemática, em particular. Palavras-chave: educação infantil, BNCC, formação de conceitos, produção de sentidos, negociação de significados. Early Childhood Education at BNCC: challenges to the consolidation of learning and development rights ABSTRACT. This study addresses some theoretical and practical implications of the National Common Curricular Base (BNCC) for the development of pedagogical work in the field of early childhood education. Starting from an analysis of the state of the art with regard to the difficulties of teachers and students for educational action in this instance of basic education, it indicates elements for the debate that are aimed at explaining the problems listed and forwarding a process of constitution of learning subjects in early childhood education. This is a bibliographical research and documental analysis whose results show the difficulties of the basic school culture for overcoming the handling of didactic situations still strongly marked by the disregard of cultural diversity, by the association of models and by the dichotomy between caring and educating. It points to the theoretical construct of the cultural-historical perspective as a search for guidance for the realization of a broad process of production of meanings and negotiation of meanings of teaching and learning, in general, and Mathematics, in particular. Keywords: early childhood education, BNCC, concept formation, production of senses, negotiation of meanings. Educación Infantil en la BNCC: desafíos para la consolidación de los derechos de aprendizaje y desarrollo RESUMEN. Este estudio aborda algunas implicaciones teóricas y prácticas de la Base Curricular Común Nacional (BNCC) para el desarrollo del trabajo pedagógico en el campo de la educación infantil. A partir de un análisis del estado del arte en cuanto a las dificultades de docentes y estudiantes para la acción educativa en esta instancia de educación básica, se señalan elementos para el debate que se orientan a esclarecer los problemas enumerados y adelantar un proceso de constitución de materias de aprendizaje en educación infantil. Se trata de una investigación bibliográfica y análisis documental cuyos resultados muestran las dificultades de la cultura escolar básica para superar el manejo de situaciones didácticas aún fuertemente marcadas por el desconocimiento de la diversidad cultural, por la asociación de modelos y por la dicotomía entre cuidar y educar. Apunta al constructo teórico de la perspectiva histórico-cultural como búsqueda de orientaciones para la realización de un amplio proceso de producción de sentidos y negociación de sentidos de la enseñanza y el aprendizaje, en general, y de las Matemáticas, en particular. Palabras clave: educación infantil, BNCC, formación de conceptos, producción de sentidos, negociación de significados.

Põrkuvad „ilmamaad“ 17. sajandi Liivimaal / Clashing “Weatherlands” in 17th-century Livonia

Johannes Gutslaffi 1644. aastal ilmunud teos „Lühike teade ja õpetus“ ja selles sisalduv „pikse palve“ kuuluvad Eesti varauusaegsete tüvitekstide hulka. Lugedes seda keskkonnahumanitaaria vaatenurgast, saavad ilmsiks seni tähelepanuta jäänud kliimaajaloolised kihistused ja seosed. Artikkel väidab, et „Lühike teade ja õpetus“ on üks varasemaid siinmail ilmunud teoloogilisi käsitlusi ekstreemsetest ilmastikutingimustest 17. sajandil. Raamatus on kirjeldatud esimest teadaolevat ilmastikutingimustest põhjustatud mässu Balti ajaloos. Artikkel pakub seega esimesi tõlgendusi Balti nn „ilmamaade“ sügavamatest kihtidest ning analüüsib „kliimamässu“ tekkimise probleeme, kasutades selleks keskkonnahumanitaaria ja kliimaajaloo metoodikat.
 Summary
 Johannes Gutslaff’s Kurtzer Bericht und Unterricht Von der Falsch-heilig genandten Bäche in Lieffland Wöhhanda ('Short Report and Lesson on the Võhandu River, Wrongly Regarded as Sacred in Livonia') that was printed in 1644, and the “Thunder prayer” included in it belong to the main corpus of Early Modern texts in Estonia. Hitherto, this material has been interpreted mostly from the perspective of cultural history. Reading the text from an environmental humanities perspective, we claim that so far unrecognised layers and connections to climate history can be found in it: the book and can be read as a scholarly piece about changing climate conditions and their different interpretations.
 Kurtzer Bericht belongs among Baltic theological reflections written in German about the extreme weather in the 17th century, which was marked globally by rapidly worsening climatic conditions and social unrest caused by these. In Gutslaff’s book we can also find a detailed description of the first climate-caused uprising in Baltic history known so far. In the Early Modern period, or during the peak of the “Little Ice Age”, the Baltic region, similarly to the rest of the world, was affected by a wider trend of cooling, with extreme fluctuations of temperature and precipitation proving to be the biggest problem for peasants growing crops. A look at climate history, however, makes it clear that cultural or social reactions need not be linked to particularly extreme weather phenomena, as they can culminate and explode at a favourable later moment. Climate does not dictate cultural behaviour, but the latter’s interweaving with climate needs to be studied more broadly on the basis of the existing regional sources. 
 When looking for traces concerning climate in Baltic German religious literature, we can contextualise Gutslaff’s text as belonging to Early Modern “weatherlands” (Tim Ingold) that transgress cultural and regional borders. The article offers first interpretations of the clashing Baltic early modern “weatherlands”, combining methods deriving from literary scholarship, environmental humanities and climate history. The interconnectedness of climate and culture makes it possible to see the challenges climate change poses to culture and social order. Thus weather can be a mirror of relationships and a “moral barometer” of society that can measure not only the state of relations between God and people or society, but also the tensions between people. According to such an interpretation, weather plays almost as significant a role in religious thinking as do measuring instruments in secular science. As weather phenomena are loaded with different societal and religious meanings, explosive conflicts can emerge in climatically extreme times, showing the tension between different layers of society. Conflicts around weather and climate can therefore be seen as inevitable in periods of climatic challenges.
 Johann Gutslaff's Kurzer Bericht is placed among the theological-meteorological literature that had spread across Europe and can be traced back to the Antiquity and the Bible. As phenomena related to vernacular religion are of a cross-ethnic nature and with migratory motivations, it is no wonder that the rebellion by the Võhandu was not limited to ethnically Estonian peasants, but linked representatives of different linguistic and social layers. It can be noticed that in interpreting the events Gutslaff attempted to attribute the power and competence to change the weather only to God, and the ability to react to the weather changes only to upper classes – the agency of peasants in reacting to climatic extremes was not taken seriously. They were left alone with their concerns caused by climate change due to the lack of a societal process of addressing climate fears. It was from here that the potential for the conflict that exploded on the banks of the Võhandu derived.
 The article shows that combined analysis of historical, cultural and natural sources that was started in Estonia about half a century ago, but has been forgotten due to the complexity of the phenomenon and for ideological reasons, is needed to explain the connection between climate and culture.
 

Cultural-historical models of verification the effectiveness of psychotherapy

The article analyses the leading trends and methods used in studies on the efficiency of psychotherapy from the cultural-historical perspective. The article stresses that experimental-examining methods are applied for verification of psycho­therapeutic effects within the classical approach; this approach is represented by meta-analyzes, i.e. a statistical combination of data from several studies. The main effects of cognitive-behavioral therapy were confirmed by this way. During the crisis of modernism, hermeneutic methods and the non-classical approaches to evaluate the psychotherapy results became popular; they were used primarily for psychodynamic therapies. During the early postmodern period, the post-non-classical approach to psychotherapy evaluation was developed; here, existential-phenomenological analysis of psychotherapeutic cases was used. The linguistic turn in late postmodern psychotherapy was based on various discursive analyses and, first of all, the intent-analysis. In addition, narrative analysis could be presented as a verbalized triangular model that takes into account deep intentions and the social context of a client’s life. The latest era of meta-modernism proposes a new turn to performance in psychotherapy, when quantitative and qualitative methods testing psychotherapy efficiency are united and used flexibly, as well as the methods of artistic and aesthetic development of reality are applied in the form of art therapy and involved into result evaluation.

Creativity as an expression of subjectivity: alternatives for work with adolescents

The present study is the result of an ongoing research carried out at the Centro de Ensino, Pesquisa e Extensão do Adolescente, at the Federal University of Goiás - Brazil, it aims to discuss the concept of creativity, in addition to analyzing how the expression and manifestation takes place. of creativity in adolescence. The work proposes to reflect on the process of development of adolescents, specifically in their creative behaviors. It seeks to analyze indicators of creativity, as well as the subjective elements that underlie the creative action of adolescents. It is also intended to analyze the contextual elements that interfere in the expression of the subjects’ creativity. Starting from the historical-cultural perspective of Vygotsky (1896-1934) and his interlocutors, Fernado González Rey (2003, 2004 and 2005) and the conception of creativity as a process of subjectivity, developed by Mitjáns Martínez (1997 and 2005). It is noticed that creativity is not expressed as an isolated personality trait, but rather as the result of subjective configurations that are formed from social and emotional aspects, considering the role of the other in this process as fundamental.

The benefits of role play in the development of drawing in preschool children.

The purpose of our study was to demonstrate the benefits of role play based on a Historical-Cultural perspective with the implementation of symbolic elements generated by the development of drawing of preschool children from suburban origin in a group of normal Mexican preschool children. We predict that the quality of the drawings will be improved after the preschoolers participate in such a role play program. A pre-experimental study was carried out, with pre-test and post-test assessments. The drawings were assessed with quantitative (frequencies of the quality of the parameters) and qualitative (characteristics of the children's drawings) methods. The role play program was based on Elkonin's method, activity theory, and P. Ya Galperin's formation by stages of mental actions. The program encouraged the use of graphic signs and symbols, with the intention of representing situations, actions, objects, and/or contents. Twenty-six preschool children participated in our study. To know the effect of the role play program with symbolic elements on the drawing of preschool children, we performed a quantitative and qualitative analysis, a Wilcoxon test contrast between the initial and final assessment. Both analyses showed a significant increase in the scores in all the tasks with a medium-large effect size, being the largest "Pictograms" and "Drawing of the route"; and in the analysis of the qualitative parameters, specifically in "Maintains the objective," a significant increase was found in all the tasks. Role play, being the main activity in preschool age, develops all aspects of the child's psychic life. The importance of role play in a preschool child makes it possible to work in the zone of proximal development with the regulatory function of language, with the planning, execution, and control of playful activity and, most importantly, with the use of various materials and perceptual-graphics tools. These findings showed an improvement in the development and complexity of the symbolic function in the drawings. Role play, as a work methodology in preschool age, leads to the use of new meaning systems that prepare the child to carry out present and future complex symbolic actions.

A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning

Article: A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning: How Teachers and Social Educators Can Use Double Stimulation to Implement Computational Thinking in Mathematics

,Lernen aus Niederlagen‘ und ,Schwächediskurse‘? Oder doch nur „aut vincere aut emori“? Bemerkungen zum komplexen Umgang Roms mit militärischen Niederlagen

This article examines defeats and losses as phenomena of an ‘expanded military history’ of Roman History from the Republic to the Principate. It adopts a cultural historical perspective of the military historical phenomenon. “Patterns”and “strategies”are defined, that appear in the sources when dealing with Roman defeats, losses and losers (in particular the commanders or even the emperor himself). Above, the historiography of the Roman imperial period is exemplary examined to see what reasons, interpretations or explanations are given there for suffering a defeat and whether and how these are part of narrative strategies. Sometimes military catastrophes simply were concealed, belittled or reinterpreted. How Rome dealt with defeat tells something about Rome’s society and especially the elite: “Roman culture”or “Rome’s political culture” shaped the way how the military phenomenon of defeat was dealt with. Defeats could also be seen as chances for future victories, they were good for learning and examples for withstanding with the help of morale and disciplina. In the end Rome’s strategies in dealing with such catastrophic events of ‘military history’overall seem to paint the picture of Rome as a resilient socio-political and military system!

The impact of Buddhism on society during the Goryeo period

Professor Myungje Cho has been studying the impact of Buddhism on society during the Goryeo period. In his current research, he is exploring the significance of the History of Thought by reorganising the flow and character of Goryeo Buddhism as East Asian Buddhism and the History of Thought. Cho has shown that while Goryeo Buddhism demonstrated some influence from Song's Zen philosophy, it also maintained its own independent characteristics. In his analysis, Cho showed that the two phases of Goryeo’s adoption of Koan Zen, the spread of Wenzi Chan during the period of the 12th to 13th centuries, was followed by the popularity of Kanhua Chan amongst the Goryeo intellectuals in the 14th century. In his work, he sought to identify the phases of adoption of Goryeo’s Koan Zen and explain the factors for accelerating its spread and impact of the transmission on society. Cho analysed and clarified, for the first time, the main text and the flow of ideas of Zen Buddhism in Goryeo. His research also offers a way to understand Korean mediaeval Buddhism within a wider context of East Asian history of ideas through the literary analysis of Chinese literature published in Goryeo or Zen literature compiled in Goryeo Buddhism from the perspective of cultural history.

Spatial Building Typology – Function Follows Form

Buildings today are subject to change. New functions are accommodated in vacant buildings. This is a favorable development from both a sustainability point of view and a cultural-historical perspective. Originally, the volume and form of a building was dictated by its original function: form follows function. We now see that a spatial form is already present. Is it logical to conclude that the new functions adapt to the existing available form and space: function follows form? In order to gain insight into how the existing form and space relate to the possibilities of reuse, research into a spatial building typology is necessary. Existing typological studies of buildings are usually based on functions. An inventory of research that has already been done with regard to spatial characteristics of buildings and the way of translating it into analyzes is part of this research. Also, on the basis of two comparative spatial analyzes of two groups of buildings (Department Stores V&D’s and Police Stations in The Netherlands), a methodology is explored that maps the spatial characteristics of the locations. Eight locations per group of buildings were explored through analyzes on four scale levels: city, block, object and envelope and on the basis of twelve spatial aspects. After analysis per location the characteristics have been compared per aspect. Parallel twenty-four students worked on the redesign assignments during two graduation studios at Delft University of Technology (Heritage & Architecture). Their final designs were related to the existing spatial types of the locations in order to arrive at a redesign typology per building group in order to answer the question: can statements be made about the redesign possibilities of these buildings based on a Spatial Building Typology of buildings? Finally, some recommendations are made for further research.

Boredom at work: The contribution of Ernst Jünger

This paper interrogates the phenomenon of boredom at work by considering Ernst Jünger’s potential contribution. We contend that Jünger offers an important yet overlooked alternative to the dominant perspectives of boredom in Management and Organization Studies (MOS), which are largely composed of ‘simple’ psychological diagnoses and managerial prescriptions. Such studies largely understand boredom as a localised experience at work which can be overcome by targeted managerial prescriptions, techniques and interventions. In contrast we show how Jünger understands boredom from a ‘profound’ perspective as a central feature of modernity. This is premised on Jünger’s broader critique of the bourgeois values that define 20th and 21st century managerial work and organization. Jünger’s cultural-historical perspective is therefore aligned to the discrete field of Boredom Studies. By addressing how Jünger understands ‘work’ as the defining feature of the modern age, his critique situates the phenomenon of boredom at work within the broader social, institutional and cultural order of the 21st Century. While Jünger does not set out to provide a theory of boredom as such, we reconstruct such a theory through an exegesis of his writing on ‘work’ and ‘danger’. This reveals boredom and danger as phenomenologically intertwined concepts, which is an understanding of boredom that has not been considered in MOS or Boredom Studies. It is through this, we argue, that Jünger’s conception of work holds the potential for a powerful critique and understanding of boredom at work under the contemporary regime of neoliberal managerialism.

Espiritualidad ifá-orisha afrocaribeña yoruba/lukumí: educación interreligiosa intercultural crítica, descolonialidad y salud biopsicosocial

This article assumes the approach of the historical-cultural perspective that recognizes the criticism of the role played by ideological values in educational and pedagogical processes in general and in religious education in particular. From critical and decolonial interreligious-intercultural education, the historical background and phenomenology of Afro-Caribbean Ifá-Orisha / Yoruba-Lukumí spirituality are analytically described. This spirituality is a complementary alternative to the positivist, Eurocentric, and biomedical health paradigm. Finally, it concludes with an epilogue where a case study is presented that describes a religious education book that starts from the assumed perspective.

Psychology of art: art Frida Khalo’s in the formation of the mind from the cultural-historical perspective of Vygotsky

The study presents as object the understanding of art in the formation of the psychism under the cultural-historical perspective of Vygotsky (1991, 1999, 2004). For that, it was opted for the accomplishment of a documental bibliographical research, in order to raise bigger data and dialogues about the thematic inside the vigotskian work. It was used, for this, the book "Psychology of Art" as a starting point for such discussions following a dialectical method for the construction of new debates with the other authors presented here. Through art, the human being expresses the unconscious contents, according to a cultural-historical perspective, becoming capable of transforming himself and others through his affections. As an example, the autobiographical work of the painter Frida Kahlo stands out, bringing some of her paintings and the importance of this in her process of dealing with reality. Affectivity is presented as a fundamental element in the formation of personality, participating in the choice of the contents to be meant. Finally, it is discussed how art and affectivity act in human formation, the suppression of emotions in the current capitalist society and the need to rescue this sensibility for humanity.

Vygotsky’s, Leontiev’s and Engeström’s Cultural-Historical (Activity) Theories: Overview, Clarifications and Implications

At the social turn in education, Vygotsky’s cultural-historical/sociocultural theory (VST) has become particularly influential. There are other cultural-historical traditions associated with VST, including Leontiev’s and Engeström’s versions of cultural-historical activity theory (CHAT). These approaches are frequently conflated, resulting in confusion that can be consequential in interpreting educational research findings. Unravelling these frameworks is thus an important and urgent task. In addressing this gap, the paper first provides an overview of the origins and fundamental tenets of these cultural-historical perspectives, followed by a critical evaluation of and comparison among them. Implications for utilising these cultural-historical traditions are discussed.

REFLECTION ON A TRAINING SEMINAR ABOUT SCIENCE EDUCATION PROGRAMS IN MUSEUMS OF GENERAL INTEREST

The paper reflects on a 4-month training seminar offered to in-service teachers of primary education in Epirus region which introduced a coalition between science and museum education. It follows an expansive learning cycle and aims to a meaningful improvement of teachers’ practices on science education. The present paper presents the level of participants’ satisfaction with the seminar, the design framework SciEPIMGI (Science Education Program In Museums of General Interest), and the Moodle platform used. It also studies under a cultural-historical perspective, the constraints participants encountered during the seminar and finally, the transferability of the design framework in museums beyond the Archaeological museum of Ioannina, where it was first tested. The above are studied through empirical data collected from a questionnaire with close- and open -ended questions and the qualitative analysis of the participants’ final projects. The results overall show high levels of satisfaction and constraints which are connected with contradictions and conflicts of motives. Participants’ final projects reveal that teachers have designed science education programs for different kinds of museums such as folklore, art, historical, archaeological and a thematic museum of Epirus region.

Algerian Children’s Literature: From the Labyrinth of Colonialism to the Cornucopia of Postcolonialism

Non-Western children’s literature has received significant attention in the past few decades. African and Arab children’s literature is not the exception to this surge in interest. However, the countries and communities denominated as African or Arab encompass heterogeneous communities and ethnicities. African children’s literature often refers to literature in Central and Southern African countries, and Arab children’s literature is often Middle-eastern, leaving the genre underexplored in many countries part of both. This article is a precursory sketch of children’s and young adult literature in Algeria, tackling the question of the idiosyncrasies of the genre from a cultural-historical perspective. It exposes the substantial historical and linguistic factors that denied the genre of an organic metamorphosis. With 130 years of French colonization, intensive acculturation policies, and the astounding illiteracy rate among Algerians, the post-colonial Algerian government devoted efforts to tending to the wounds and the trauma deeply inflected by the French. The endeavor to restore the Algerian identity made children’s literature its first and most indispensable outlet of the process, similar to how it served as a resistance front during the colonial period. The article concludes by addressing the place of Algerian children’s literature on the international scale, the meager yet increasing scholarship interested in this research area, and recommendations for an open, ideology-free conversation between all parties involved in children’s literature production, circulation, and consumption to yield an auspicious trajectory for the future of the genre. Thus, the paper conduces to scholarship on African and Arab children’s literature.

L. S. Vygotsky on theater: from theatrical critique to the Psychology of the actor

ABSTRACT This paper discusses the various appearances of theater in the writings of L. S. Vygotsky. Starting with an overview of his early and still little explored production of theatrical criticism, we observe how theater gradually entered the field of psychology and came to be analyzed as a psychological problem. The analysis of this topic reveals an important shift in Vygotskian thought, i.e., a turn from objective to concrete psychology. With respect to Vygotsky’s aesthetic stance, the paper provides a commentary about the relations between art and society, an underlying topic for the cultural-historical perspective.

What Geometry for teaching? Appropriations of Experts on pedagogical studies mission in Europe, late 19th century

Background: The training of teachers who teach mathematics is surrounded by knowledge that changes over time. These changes are for several moments mobilized by specialists, in this context, the official documents are possible historical sources for reading and analyzing changes. Objective: To analyze the systematizations of a “Geometry for teaching” put into circulation for the training of teachers, at the end of the 19th century, in Rio de Janeiro, at this time the Republic, by professors Amélia Fernandes da Costa, Luiz Augusto dos Reis and Manoel José Pereira Frazão, appointed by the republican power for the mission of pedagogical studies in Europe. Data collection and analysis: Data were collected from the travel records of commissioners, and also from publications in educational, analysed from the perspective of Cultural History. Design: Use for the study the official reports found by the documents and Revista Pedagogica, printed for teachers, these documents, acquired or accumulated by the specialists in question, were solved and problematized following the following investigation steps: recompilation of teaching experiences; comparative analysis of teachers' knowledge; analysis of systematization and use of knowledge as knowledge (Valente, 2018; 2020). Setting and Participants: It is a historiographical study in documents. Results: An analysis of the sources revealed that the performance of the documents, as well as their active participation in political issues and primary education, the recognition of peers, a call from the State for the pedagogical trip and the consequent responsibility to produce an official report, placed them in the category of Experts, thus allowing us to qualify them and put into circulation a proposal for a new “Geometry for teaching”, characteristic of intuitive times, and against the previous proposal. Conclusions: The “Geometry for teaching” put into circulation, should be mobilized by teachers in close relationship with Design and Handicrafts and was not structured as a subject in primary school.

Kindergarten children’s views on friendship in a super-diverse context

In this empirical research, I investigated 16 kindergarten children’s perspectives on their friendships at school in a super-diverse classroom in Canada. A cultural-historical perspective and a “pedagogy of friendship” conceptual framework were drawn on in this research. In the study, the kindergarten children created drawings of their valued friendships. These visual representations revealed the importance of outdoor play and engagement as the catalyst for their development of authentic and valued peer friendships.

Abstraction and embodiment: exploring the process of grasping a general

This paper reports from a case study which explores kindergarten children’s mathematical abstraction in a teaching–learning activity about reflection symmetry. From a dialectical perspective, abstraction is here conceived as a process, as a genuine part of human activity, where the learner establishes “a point of view from which the concrete can be seen as meaningfully related” (van Oers & Poland Mathematics Education Research Journal, 19(2), 10–22, 2007, p. 13–14). A cultural-historical semiotic perspective to embodiment is used to explore the characteristics of kindergarten children’s mathematical abstraction. In the selected segment, two 5-year-old boys explore the concept of reflection symmetry using a doll pram. In the activity, the two boys first point to concrete features of the sensory manifold, then one of the boys’ awareness gradually moves to the imagined and finally to grasping a general and establishing a new point of view. The findings illustrate the essential role of gestures, bodily actions, and rhythm, in conjunction with spoken words, in the two boys’ gradual process of grasping a general. The study advances our knowledge about the nature of mathematical abstraction and challenges the traditional view on abstraction as a sort of decontextualised higher order thinking. This study argues that abstraction is not a matter of going from the concrete to the abstract, rather it is an emergent and context-bound process, as a genuine part of children’s concrete embodied activities.

Una experiencia educativa sobre memoria histórica y justicia social en la República Dominicana: Análisis en clave histórico-cultural

This research is a case study that presents the systematization of an educational experience in the Dominican Republic focused on the development of collective memory and social justice. This systematization represents a teaching strategy that promotes intergenerational dialogue on the experiences of a generation that lived through the historical and sociocultural context of Fulgencio Batista’s dictatorship, and young people who have learned about it through readings from the school curriculum and exposure to the mass media. The significance of the strategy lies in the identification and examination of concepts developed from a historical-cultural perspective linking education and human development. Key concepts include experience, the social situation of development, knowledge and identity backgrounds, and consciousness