CONTRIBUTIONS OF CRITICAL DIALECTICAL APPROACHES TO A DEVELOPMENTAL SCHOOL TEACHING

Abstract

The objective of this research was to understand how the contributions of the Historical-Cultural Theory, Activity Theory and Study Activity Theory provide opportunities for a developmental school teaching by presenting the importance of placing the student in need of learning. When we think about the teaching and learning processes in the Early Years, we find that many pedagogical practices only require repetition and memorization actions in which the focus is only on fulfilling activities proposed in the textbook, moving away from a developmental school teaching. Therefore, the problem listed was: How do the contributions of the theories above provide a developmental school teaching? The investigation was bibliographical, choosing the following expressions as aspects of analysis: a) teaching; b) activity theory; and, c) Study Activity theory. It is descriptive research, of the documentary type and with a critical-dialectical approach. We conclude that school education is the subject of many discussions, always with the intention of boosting the development of students.