ASCENSÃO DO CONCEITO DE PERSONALIDADE NA TEORIA DA ATIVIDADE DE ESTUDO: CONTRIBUIÇÕES DAS ESCOLAS DE MOSCOU E KHARKIV

• Autor(a) principal: Asbahr, Flavia da Silva Ferreira
• Data de Publicação: 2022
• Outros Autores: Longarezi, Andréa Maturano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educativa
• Texto Completo: https://seer.pucgoias.edu.br/index.php/educativa/article/view/12530
• topic: Personalidade; Atividade de estudo; Sistema desenvolvimental soviético Elkonin–Davidov–Repkin; A.K. Dusavitskii.; Educação; Personality; Study activity; Elkonin-Davidov-Repkin Soviet developmental system; A.K. Dusavitskii

The article’s purpose is to analyze the rise of the concept of personality in the Theory of Study Activity, throughout the history of the constitution of the Elkonin-Davidov-Repkin Soviet didactic system, highlighting the approaches of the Moscow and Kharkiv schools, focusing on the contributions of D. B. Elkonin and V. V. Davidov to the first school; and of V. V. Repkin and A. K. Dusavitskii to the second. The Moscow group inaugurated the experimental work within this approach, having as its central axis the understanding of the role of the school in promoting the development of theoretical thinking. Personality did not play a leading role in the studies of this school, which advanced in the investigation of the formation of scientific concepts and mental actions as a product of the study activity, highlighting the cognitive dimension of developmental learning. The Kharkiv group, in turn, assumes the subject and the personality as premises and purposes of the study activity and brings fundamental contributions to the structure and purpose of this activity, with a view to taking the student from the condition of "performer" of the study task posed by the teacher to the condition of subject who thinks and poses for himself the task. The work done by V. V. Repkin, A. K. Dusavitskii and the various collaborators who composed with them the Kharkiv school was crucial and represents an important contribution to the study of personality in relation to activity study in the context of this didactic system.