About the theoretical and methodological value of the Vygotskian category "Experiencing" for Teaching
This article analyzes the optimistic conception of man offered by the Cultural Historical Approach and the work of its promoter L. S. Vygotski is valued. The category “experience” is defined and they describe the transformations that the experience goes through as a reality that unites the subject w...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista de Didática e Psicologia Pedagógica - Obutchénie |
| Idioma: | español |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/61121 |
| Acceso en línea: | https://seer.ufu.br/index.php/Obutchenie/article/view/61121 |
| Access Level: | acceso abierto |
| Palabra clave: | Historical-cultural approach Experience Teaching Enfoque histórico-cultural Vivencia Enseñanza |
| Sumario: | This article analyzes the optimistic conception of man offered by the Cultural Historical Approach and the work of its promoter L. S. Vygotski is valued. The category “experience” is defined and they describe the transformations that the experience goes through as a reality that unites the subject with his environment from the birth of the child until the ages when teaching reinforces the psychic development with the maturation of functions that are related to each other. The functions of the experience and its characteristics are explained while trying to demonstrate the importance or need for teachers to deepen their study due to the relationship with developer teaching. |
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