Fundamentos da teoria histórico-cultural para a compreensão do desenvolvimento do pensamento conceitual de crianças de 4 a 6 anos
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2016-02-29Autor
Garay González, Abel Gustavo
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This work aimed at systematizing both theoretical and methodological principles
required to understand the development and formation of conceptual thinking in
children (4 to 6 years old) from Early Childhood Education using the Historic-
Cultural Psychology theory. The research was developed using bibliographic
qualitative methodology (theoretical-conceptual-explanatory) to analyze two main
sources: works from classic Historic-Cultural Psychology’s authors and their disciples
(primary source); works from authors that interpret the classics and works from
contemporary researchers conducting theoretic-conceptual and experimental studies
(secondary source). The analyzed bibliographic material is available at the Universidade
Federal de São Carlos (UFSCar) and Facultad de Psicología de la Universidad de La
Habana’s libraries – the first located in Brazil and the second in Cuba. It was sought to
identify the Historic-Cultural Psychology’s main principles for the development of the
conceptual thinking in children and make a defense of its importance during the Early
Childhood Education. The education was characterized as unity of analysis and shown
as the driving force behind the cognitive and affective development in 4 to 6 years old
children. A mediated activity was conducted with the children in order to show the
process of development for the Higher Mental Functions, specifically the conceptual
thinking, which appears first in the social level (interpsychic). The same activity, in the
psychological level, transforms the children’s psyche (intrapsychic) in a dialectical
process of appropriation and objectification characterized by adult-infant
communication. Therefore, children go from an individuality in a “by itself” level to the
“to itself”, more advanced. It is sustained that the effectiveness of an education based on
the dialectical logic is extremely significant for the learning because it is a social shared
practice that paves the way for appropriating signs and symbols. It also makes possible
the use of “cultural tools” to mediate the conceptual thinking development. Thus, the
essence of the education is to produce the act of thinking and integrate the practical,
emotional, relational and cognitive aspects of a child, not enhancing the act of
memorization as it occurs with an education based on the empirical thinking. Hence,
this work tried to show that the education – supported by the theoretical and
methodological approaches presented by the study – is the driving force that propels the
conceptual thinking development in children. Education, by the Historic-Cultural
Psychology, enhance the conceptual thinking, an essential premise for developing a
personality and the development of the affective and cognitive areas of children from
Early Childhood Education.