Historical-cultural theory and the perception development: grounds for babies education

• Autor(a) principal: Lima, Elieuza Aparecida de
• Data de Publicação: 2015
• Outros Autores: Valiengo, Amanda, Ribeiro, Aline Escobar Magalhães
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/28204
• topic: Children’s Education; Teacher’s role; Historical-Cultural Theory; Development of sophisticated perception forms.; Educação Infantil; Papel do(a) professor(a); Teoria Histórico-Cultural; Desenvolvimento de formas sofisticadas de Percepção.

In this article we present reflections about child and Children’s Education from the perspective of Historical-Cultural Theory. We start from results of researches and studies linked to our participation in Research Groups focused on child and the contributions of Historical-Cultural Theory for Education. On this occasion, we share understandings focused on overcoming ideas of child and education of pedagogical processes focused on childcare or those aimed systematically at advance the education, transforming the small child in academic, as if only the care of the body or just the forced teaching can respond the real needs of human development in the first years of life. Instead of this, the historical-cultural perspective announces theoretical principles that are mobilize reflections about child, Children’s Education, childhood and the role of the first years teachers, as building blocks for the organization of a new childhood school, where teacher becomes subject propellant and mediator of the educational process directed to the full development of typically human capacities in childhood, like sophisticated forms of perception.