Contribuições da psicologia histórico-cultural para compreensão do desenvolvimento da criança de 0 a 24 meses
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Data
2023-01-23
Autores
Santana, Rita de Cássia Varela Ribeiro
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho de pesquisa dispõe-se a apresentar as características do processo de desenvolvimento da criança de 0 a 24 meses segundo a Psicologia histórico-cultural enfatizando as atividades sociais essenciais desse período, os objetos culturais e a linguagem presentes nesse processo. A partir da apropriação de trabalhos de autores da Psicologia histórico-cultural e participação no Grupo de Estudos, Intervenção e Pesquisa em Educação Escolar (GEIPEE) da UNESP-Presidente Prudente, entendemos que há certa carência de conhecimento sobre o desenvolvimento psicológico infantil no interior da escola e, diante dessa situação, realizamos uma pesquisa a partir da metodologia de um estudo de caso iluminada pelos pressupostos do método materialista histórico dialético. Nesse processo, realizamos a análise de vídeos das atividades sociais de um menino, nosso sujeito de pesquisa, sendo que os vídeos foram produzidos, semanalmente, pela mãe do sujeito, desde o seu nascimento até completar os 02 anos de idade, os quais nos foram disponibilizados para análise e discussão desta pesquisa. Pretendemos, portanto, através da Psicologia histórico-cultural, contribuir para uma melhor compreensão do processo de desenvolvimento da criança de 0 a 24 meses e oferecer subsídios científicos para os pais de bebês de forma geral, como também para os professores da escola de Educação Infantil. O trabalho enfatiza a necessidade de orientação científica do processo educativo realizado junto a crianças na escola de educação infantil e também no interior das famílias, salientando a importância das relações sociais, da linguagem e seus signos, dos objetos culturais e das atividades sociais orientadas pelo adulto (sujeito mais desenvolvido) e, principalmente o professor, sobre o processo de aprendizagem e desenvolvimento das crianças de 0 a 24 meses numa direção histórico-cultural.
This research work intends to present the characteristics of the development process of children from 0 to 24 months according to the Cultural-Historical Psychology, emphasizing the essential social activities of this period, the cultural objects and the language that are present in this process. With the appropriation of works from authors of the Cultural-Historical Psychology and participation in the Group of Studies, Intervention and Research in School Education (GEIPEE) of UNESP-Presidente Prudente, we understand that there is a certain lack of knowledge about children’s psychological development inside the schools, therefore, we conducted research from the methodology of a case study illuminated by the assumptions of the dialectical historical materialist method. In this process, we analyzed the videos of the social activities of a boy, our research subject. The videos were produced weekly by the subject's mother, from his birth until he was 2 years old, which were made available for analysis and discussion in this research. Thus, we intend through the use of cultural- historical psychology, to contribute to a better understanding of the development process of children from 0 to 24 months and to offer scientific subsidies to the parents of babies in general, as well as to teachers at the Preschool Education schools. The work emphasizes the need for scientific guidance of the educational process carried out with children at the kindergarten school and also within families, highlighting the importance of social relations, language and its signs, cultural objects, and social activities guided by adults (the most developed subject), and especially the teacher, on the learning process and development of children from 0 to 24 months in a cultural-historical direction.
This research work intends to present the characteristics of the development process of children from 0 to 24 months according to the Cultural-Historical Psychology, emphasizing the essential social activities of this period, the cultural objects and the language that are present in this process. With the appropriation of works from authors of the Cultural-Historical Psychology and participation in the Group of Studies, Intervention and Research in School Education (GEIPEE) of UNESP-Presidente Prudente, we understand that there is a certain lack of knowledge about children’s psychological development inside the schools, therefore, we conducted research from the methodology of a case study illuminated by the assumptions of the dialectical historical materialist method. In this process, we analyzed the videos of the social activities of a boy, our research subject. The videos were produced weekly by the subject's mother, from his birth until he was 2 years old, which were made available for analysis and discussion in this research. Thus, we intend through the use of cultural- historical psychology, to contribute to a better understanding of the development process of children from 0 to 24 months and to offer scientific subsidies to the parents of babies in general, as well as to teachers at the Preschool Education schools. The work emphasizes the need for scientific guidance of the educational process carried out with children at the kindergarten school and also within families, highlighting the importance of social relations, language and its signs, cultural objects, and social activities guided by adults (the most developed subject), and especially the teacher, on the learning process and development of children from 0 to 24 months in a cultural-historical direction.
Descrição
Palavras-chave
Periodização do desenvolvimento da criança, Aprendizagem e desenvolvimento infantil, Educação infantil e creche histórico-cultural, Periodization of child development, Learning and child development, Child education and cultural-historical daycare