Notes about relationships between school, family and society in the formation of study activity
Assuming as general principle of its analysis the formation of the activity of study, from the determination of the relation school-family-society, this assay defends the necessity of, that the understanding of this phenomenon, in the scope of the Brazilian School Education, demands the construction...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista de Didática e Psicologia Pedagógica - Obutchénie |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/51705 |
| Acceso en línea: | https://seer.ufu.br/index.php/Obutchenie/article/view/51705 |
| Access Level: | acceso abierto |
| Palabra clave: | Historical-Cultural Psychology Development Periodization Study Activity Psicologia Histórico-Cultural Periodização do Desenvolvimento Atividade de Estudo Psicología histórico-cultural Periodización del desarrollo Actividad de estudio |
| Sumario: | Assuming as general principle of its analysis the formation of the activity of study, from the determination of the relation school-family-society, this assay defends the necessity of, that the understanding of this phenomenon, in the scope of the Brazilian School Education, demands the construction of interpretations on the repercussions of the current politician-social-cultural conjuncture in the school relations. For in such a way, we adopt as starting point the theoretical analyzes about the constitution of the activity of study, in the scope of Soviet Historical-Cultural Psychology, in order to identify determinative particular-universal essentials for the interpretation of this phenomenon in the current Brazilian context. In synthesis, the analyses search to evidence as the dynamics of characteristic rupture-continuity of the historical Brazilian marks the current social engendering and as this process fortifies contradictions that incite the difficulties faced for the development of the activity of study in the context of school institutions in Brazil. Finally, we defend that the social crises of the current conjuncture also keep a potential of overcoming of the problems that had produced them. |
|---|