Vigotski and the education in science: an integrative literature review

• Autor(a) principal: Arantes, Shirley de Lima Ferreira
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Pesquisa Qualitativa (Online)
• Texto Completo: https://editora.sepq.org.br/rpq/article/view/550
• topic: Teoria histórico-cultural; Ensino de Ciências; Desigualdades socioeducacionais; Cultural-historical Theory; Science Teaching; Socioeducational inequalities

The paper investigates how Vygotsky's cultural-historical theory has been explored in current research on science teaching for basic education in Brazil. An integrative review of articles published between 2010 and 2020 in SciELO library was carried out, resulting from the search through tertiary combination of the keywords: "Vygotsky"; "Teaching"; "Science" and the Boolean operator and. A total of 16 articles were identified, among which five met the inclusion criteria. The works use the contributions of the cultural-historical theory as a theoretical-methodological foundation, contributing to the critical and reflective quality in science education, giving way to the emergence of tensions and contradictions in classroom, whose dialectical syntheses generate qualitatively novel knowledge. However, most studies do not make the unfolding of class, race, gender, and disability in semiotic analysis explicit. These results signal the partial appropriation of the theory and the importance of including mediations that consider the students’ living conditions.