Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place

Detalhes bibliográficos
Autor(a) principal: Aquino, Ligia Maria Motta Lima Leão de
Data de Publicação: 2015
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fractal : Revista de Psicologia
Texto Completo: https://periodicos.uff.br/fractal/article/view/4996
Resumo: This article brings reflections about contributions of the historical-cultural theory in thinking about the role of childhood educationon modern society. Identifies as a progress the process of institutionalization of childhood education with its effective integrationto the education system, which requires the peculiarities of childhood to avoid a simple conformation in this educational stage tothe model and finality of basic school education. Arrangements are made to the perspective of the historical-cultural theory as ateorical support to reaffirmation of childhood education with the finality of promoting the generate development among children,as symbolized by the Law of Directives and Basis for National Education (LDB). Vygotskian studies about the importance of playfor human development e about process of development of thinking and your relation with speech provide elements to affirm thatplaying and the interactions as the guiding principles of the pedagogic proposes designated to children between 0 and 6 years old.
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spelling Contributions of the Historical-cultural theory to an early childhood education as a children and childhood placeContribuições da teoria histórico-cultural para uma educação infantil como lugar das crianças e infânciaschildhood educationHistorical-Cultural Theorychildhood developmenteducação infantilteoria histórico-culturaldesenvolvimento infantilThis article brings reflections about contributions of the historical-cultural theory in thinking about the role of childhood educationon modern society. Identifies as a progress the process of institutionalization of childhood education with its effective integrationto the education system, which requires the peculiarities of childhood to avoid a simple conformation in this educational stage tothe model and finality of basic school education. Arrangements are made to the perspective of the historical-cultural theory as ateorical support to reaffirmation of childhood education with the finality of promoting the generate development among children,as symbolized by the Law of Directives and Basis for National Education (LDB). Vygotskian studies about the importance of playfor human development e about process of development of thinking and your relation with speech provide elements to affirm thatplaying and the interactions as the guiding principles of the pedagogic proposes designated to children between 0 and 6 years old.O artigo traz reflexões sobre contribuições da teoria histórico-cultural para pensar o papel da educação infantil na sociedadecontemporânea. Identifica-se como avanço o processo de institucionalização da educação infantil com sua efetiva integração aosistema de ensino, o que exige reconhecer as especificidades da infância para se evitar uma simples conformação dessa etapaeducacional ao modelo e finalidade da educação escolar de ensino fundamental. Recorre-se à perspectiva histórico-culturalcomo suporte teórico para afirmar a educação infantil com finalidade de promover o desenvolvimento integral da criança, comopreconiza a Lei de Diretrizes e Bases da Educação Nacional (LDB). Estudos vigotskianos sobre a importância da brincadeira para odesenvolvimento humano e sobre os processos de desenvolvimento do pensamento e sua relação com a fala fornecem elementos parase afirmar a brincadeira e as interações como eixos norteadores das propostas pedagógicas destinada a crianças de zero a seis anos.ABEC2015-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por paresapplication/pdfhttps://periodicos.uff.br/fractal/article/view/4996Fractal: Journal of Psychology; Vol. 27 No. 1 (2015): Lev Vigotski e a teoria histórico-cultural no Brasil: alguns relatos de pesquisas; 39-43Fractal: Revista de Psicologia; v. 27 n. 1 (2015): Lev Vigotski e a teoria histórico-cultural no Brasil: alguns relatos de pesquisas; 39-431984-0292reponame:Fractal : Revista de Psicologiainstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://periodicos.uff.br/fractal/article/view/4996/4844Copyright (c) 2018 Fractalinfo:eu-repo/semantics/openAccessAquino, Ligia Maria Motta Lima Leão de2018-06-05T12:05:09Zoai:ojs.pkp.sfu.ca:article/4996Revistahttps://periodicos.uff.br/fractalPUBhttps://periodicos.uff.br/fractal/oai||anaclmonteiro@yahoo.com.br|| mlivianascimento@gmail.com1984-02921984-0292opendoar:2018-06-05T12:05:09Fractal : Revista de Psicologia - Universidade Federal Fluminense (UFF)false
dc.title.none.fl_str_mv Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place
Contribuições da teoria histórico-cultural para uma educação infantil como lugar das crianças e infâncias
title Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place
spellingShingle Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place
Aquino, Ligia Maria Motta Lima Leão de
childhood education
Historical-Cultural Theory
childhood development
educação infantil
teoria histórico-cultural
desenvolvimento infantil
title_short Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place
title_full Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place
title_fullStr Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place
title_full_unstemmed Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place
title_sort Contributions of the Historical-cultural theory to an early childhood education as a children and childhood place
author Aquino, Ligia Maria Motta Lima Leão de
author_facet Aquino, Ligia Maria Motta Lima Leão de
author_role author
dc.contributor.author.fl_str_mv Aquino, Ligia Maria Motta Lima Leão de
dc.subject.por.fl_str_mv childhood education
Historical-Cultural Theory
childhood development
educação infantil
teoria histórico-cultural
desenvolvimento infantil
topic childhood education
Historical-Cultural Theory
childhood development
educação infantil
teoria histórico-cultural
desenvolvimento infantil
description This article brings reflections about contributions of the historical-cultural theory in thinking about the role of childhood educationon modern society. Identifies as a progress the process of institutionalization of childhood education with its effective integrationto the education system, which requires the peculiarities of childhood to avoid a simple conformation in this educational stage tothe model and finality of basic school education. Arrangements are made to the perspective of the historical-cultural theory as ateorical support to reaffirmation of childhood education with the finality of promoting the generate development among children,as symbolized by the Law of Directives and Basis for National Education (LDB). Vygotskian studies about the importance of playfor human development e about process of development of thinking and your relation with speech provide elements to affirm thatplaying and the interactions as the guiding principles of the pedagogic proposes designated to children between 0 and 6 years old.
publishDate 2015
dc.date.none.fl_str_mv 2015-01-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uff.br/fractal/article/view/4996
url https://periodicos.uff.br/fractal/article/view/4996
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uff.br/fractal/article/view/4996/4844
dc.rights.driver.fl_str_mv Copyright (c) 2018 Fractal
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Fractal
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv ABEC
publisher.none.fl_str_mv ABEC
dc.source.none.fl_str_mv Fractal: Journal of Psychology; Vol. 27 No. 1 (2015): Lev Vigotski e a teoria histórico-cultural no Brasil: alguns relatos de pesquisas; 39-43
Fractal: Revista de Psicologia; v. 27 n. 1 (2015): Lev Vigotski e a teoria histórico-cultural no Brasil: alguns relatos de pesquisas; 39-43
1984-0292
reponame:Fractal : Revista de Psicologia
instname:Universidade Federal Fluminense (UFF)
instacron:UFF
instname_str Universidade Federal Fluminense (UFF)
instacron_str UFF
institution UFF
reponame_str Fractal : Revista de Psicologia
collection Fractal : Revista de Psicologia
repository.name.fl_str_mv Fractal : Revista de Psicologia - Universidade Federal Fluminense (UFF)
repository.mail.fl_str_mv ||anaclmonteiro@yahoo.com.br|| mlivianascimento@gmail.com
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