Theoretical connections between critical-historical pedagogy and the cultural-historical approach to the learning activity
The paper presents the results of a theoretical-bibliographical research aimed at incorporating theoretical formulations about the learning activity conducted by authors in historical-cultural psychology, notably by Davidov, as psychological support for a critical-historical theorization about schoo...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/17534 |
| Acesso em linha: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/17534 |
| Access Level: | acceso abierto |
| Palavra-chave: | Pedagogia histórico-crítica Atividade de Estudo Psicologia histórico-cultural Davidov Critical-historical pedagogy Learning activity Cultural-historical psychology Davydov Pedagogía histórico-crítica Actividad de estudio Psicología histórico-cultural |
| Resumo: | The paper presents the results of a theoretical-bibliographical research aimed at incorporating theoretical formulations about the learning activity conducted by authors in historical-cultural psychology, notably by Davidov, as psychological support for a critical-historical theorization about school teaching. We argue that these formulations have specificities regarding the object and context of formulation but converge in terms of philosophical-methodological foundations, so that the articulation between them allows progress especially in the field of didactics of school age teaching in a critical-historical perspective. |
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