A “Psicologia pedagógica” de Vigotski - considerações introdutórias
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2013-04
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Resumo
This work is partial report of a theoretical study focusing the book "Pedagogical
Psychology", by L. S. Vygotsky. The research analyzed the Brazilian translation published by ARTMED
and the original book in Russian, mediated by commentators like G. Blanck, S. M. S. Barroco, M. D.
Facci, M. G. Danilchenko, R. Van Der Veer & J. Valsiner. Discusses the purposes of "Educational
Psychology", the influences present in the text (especially focusing P.P. Blonski and L. Trotsky), and
mainly the historical context. These elements determined the book´s immaturity, theoretical eclecticism
and compositional problems, features which are also the result of its condition as a compendium in an
epoch of “Crisis in Psychology”. This paper analyzes the relations of the Soviet pedagogues with the
pedagogy of the Dalton Plan (and its foundation in New School´s principles), concluding that Vygotsky´s
concern – underestimated by his commentators – with freedom, the learner proper´s activity (rather than
the mere reproduction of teacher´s ideas) and other fundamental principles of Marxism converged with
some New School´s assumptions, but changed them. Far from being an exhaustive analysis of
"Pedagogical Psychology",this article will try to address the book´s specificity and prepare the new
readers to some of the key issues surrounding the "Pedagogical Psychology".
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Vygotsky, Vigotski, Cultural historical activity theory, Educational Psychology, Teoria histórico cultural, Psicologia da educação
Citação
TOASSA, Gisele. A “Psicologia pedagógica” de Vigotski - considerações introdutórias. Nuances: estudos sobre Educação, Presidente Prudente, v. 24, n. 1, p. 64-72, jan./abr. 2013. http://dx.doi.org/10.14572/nuances.v24i1.2155