Memória e aprendizagem dialógica: uma abordagem interdisciplinar

Abstract

The general objective of this work was to understand the concepts of memory and learning, analyzing the works of Lev Vygotski and Eric Kandel in light of the concept of dialogical learning. It started from the need to investigate the relationship between contributions from neuroscience and psychology to the field of education, considering that the national academic literature points out gaps regarding the possible contributions of neuroscience in the educational field. The methodology used in this research was content analysis, of bibliographic nature. Three bibliographic sources by Eric Kandel and three by Lev Vygotski were analyzed. The main results pointed out that Kandel and Vygotski have several convergences, as they indicate the social and cultural character of memory and the capacity of modifying it and behavior from experience and learning, both at a biological and psychological level, through sociocultural means. Of the divergences, it was found that they occur in the objective and methodology used by the authors for the understanding of memory and learning. Based on the study performed, it was concluded that the convergences found point to a common path between neuroscience and cultural historical psychology regarding the concepts of memory and learning. In addition, it is necessary to expand the studies involving neuroscience and education, in order to overcome social inequalities, to develop pedagogical practices based on scientific evidence that favor the development of students, overcoming conceptions based on only one author, in view of the complexity of the human being and contemporary social needs.