COMO A INSTRUÇÃO INFLUENCIA O DESENVOLVIMENTO CONCEITUAL: A TEORIA DE VYGOTSKY REVISITADA

Marc Clarà

Resumo


Embora as interpretações atuais da teoria de Vygotsky assumam, em grande parte, que a instrução impulsiona o desenvolvimento, a questão de como isso ocorre ainda não foi esclarecida. Por exemplo, a noção de "zona de desenvolvimento proximal" despertou um forte desacordo, e a conceitualização comum da noção de "conceito não espontâneo" foi amplamente reconhecida como insatisfatória. Este artigo propõe uma nova interpretação da teoria do desenvolvimento cultural de Vygotsky, estreitamente baseada nos escritos de Vygotsky, que esclarece o porquê e como a instrução impulsiona o desenvolvimento e ressignifica as noções de zona de desenvolvimento proximal e de conceito não espontâneo. O artigo introduz nuances importantes nas interpretações amplamente realizadas da teoria de Vygotsky e discute algumas das implicações dessas nuances para a pesquisa e a prática em psicologia educacional.

Palavras-chave


Vygotsky. Desenvolvimento. Instrução. ZDP. Didática.

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Referências


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DOI: http://dx.doi.org/10.18224/educ.v20i3.6844

Direitos autorais 2018 Marc Clarà

 

Este obra está licenciada com uma Licença Creative Commons - Atribuição Sem Derivações 4.0 CC BY-NC-ND


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