Contribuições da psicologia histórico cultural para o ensino médio : conhecendo a adolescência

• Autor(a) principal: Barbosa, Luciana Mara Tachini
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/3029
• topic: Adolescência; Educação; Ensino médio; Psicologia histórico-cultural; Psicologia escolar; Brasil.; Adolescence; Education; Secondary education; Historical-cultural psychology; Brazil.; Ciências Humanas; Psicologia

The shocks present in the Brazilian educational reality for the legitimization of quality education associated with the increasing need to consider the education of adolescents, motivated the development of this research. It aims to investigate the understanding that basic education schools have about adolescence as well as the appropriation of the Historical-Cultural Psychology that schools apply to work with Secondary Education. The analysis and reflection developed had as a theoretical framework the Historical-Critical Pedagogy and Historical-Cultural Psychology, both based on historical dialectic materialism. In the execution of this work, it was organized three sections: in Section 1 entitled Work, Education and Secondary School, initially it was aimed to study how school education is constituted during the history of mankind guided by conception of Historical-Critical Pedagogy, along with the study of the last stage of Basic Education, Secondary School; in Section 2 entitled Explanations and conceptions of Historical-Cultural Psychology on the teaching-learning process it was developed studies, concerned the history and tenets of Historical-Cultural Psychology, some thoughts on how the Historical-Cultural Psychology is established as a benchmark for pedagogy and the overview that this theory has about adolescence; eventually, in Section 3 entitled The Research: Political-Pedagogic project were presented the data and its analysis of research prioritized the study of Political-Pedagogic project as guiding documents for understanding the reality of the surveyed public schools. The procedures adopted for this research were the bibliographical research and documentary research. In the last part, seven Political-Pedagogic Projects of public schools were analyzed in the northwestern region of Paraná. The key points found in the Political-Pedagogic projects of the schools surveyed were: the presence of Historical-Cultural Psychology in the Political-Pedagogic projects of surveyed schools; the presence or absence of concepts, ideas and debates about adolescence in the Political-Pedagogic projects of surveyed schools; the challenge of thinking about an emancipatory education for Secondary Schools. From the information obtained it was found that adolescence was not a subject of concern and recognition, as more than 40% of schools surveyed did not address this issue; the appropriation of Historical-Cultural Psychology rarely occurs, only four of the various works of Vygotsky and his collaborators were found. The conclusion so far is the need for further studies on adolescence in the educational universe and expanding access to schools and educators regarding the production of Historical-Cultural Psychology by defending, above all, an education that prioritizes the mediation of the contents systematized by mankind and that favors omnilateral formation of the subject in Secondary School.