Criança, Infância e Teoria Histórico-Cultural: convite à reflexão

• Autor(a) principal: Lima, Elieuza Aparecida de [UNESP]
• Data de Publicação: 2012
• Outros Autores: Ribeiro, Aline Escobar Magalhães, Valiengo, Amanda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18549; http://hdl.handle.net/11449/115040
• topic: Criança; Infância; Educação; teoria histórico-cultural

This article approaches the actions and studies in research groups, involving scientific studies, master’s degree and doctorate, focused on children, on their childhood and education. The goals involved the perspective of bringing to the discussion propositions of educational Historical-Cultural Theory, in a review of essential concepts to (re) think potentially humanizing pedagogical actions. Especially, we highlight conceptual discussions, understanding what conceptions people have about children and childhood, in general, not even aware about them, guide the actions and attitudes for children, inside and outside school. The researches presented were based on presence and theoretical studies, for data collection through pedagogical practice observations and interviews with children. It was possible to conclude from these studies that, in the process of making education, in the early years of life, potentially humanizing, the restructuring of child concepts and childhood we have are essential. With the support of Historical-Cultural Theory theses, we can say that conceptual changes may guide educational practices in schools, to obtain the full development of human skills and abilities, because child may be able to do, themselves, the activities with culture objects. For this child’s active role, activities for them are essential, instead of mechanized tasks, devoid of melody, poetry and charm, so common in Children’s Education School.