THE KNOWLEDGE IN VYGOTSKY: A CONTRIBUTION TO THE USE AND UNDERSTANDING OF HISTORICAL-CULTURAL REFERENCE

Abstract

In this paper, we dissert about an issue question from the Vygotskian theoretical perspective, such as the appropriation of knowledge, more capable peers, and development of thought. Thus, from the perspective of historical-cultural theory, we expose the ways whereby knowledge is formulated and interiorized by human beings. We crave, then, to elucidate the forms of construction and intellectual development of individuals grounded in experimental discoveries of Vygotsky and collaborators. For this author, the knowledge is a product essentially cultural, which is interiorized by individuals due to social interactions between them and, in special, the designated more capable peers. We also point out that contributions in this article are theoretical.