Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical Theory

Detalhes bibliográficos
Autor(a) principal: Galdino, Ana Paula da Silva
Data de Publicação: 2023
Outros Autores: Eing, Danielle, Schilickmann, Maria Sirlene Pereira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Travessias (Cascavel. Online)
Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/31658
Resumo: Considereing that the human being, as a historical-cultural subject, develops in relations with the environmental and with the other, this article aims to reflect on the constitution of the subject from the assumptions of the cultural-historical theory, especially the concepts of language and culture and their educational implications. To this end, a study of a theoretical nature was carried out, based on a bibliographical review based on the two principles presented by Alves-Mazzotti (2002): contextualization of the object of study and analysis of the theoretical framework, seeking a brief historical survey about the formation of modern society and the school institution from a capitalist perspective. Next, points related to Vygotsky's thought are addressed, such as the precursor of the cultural-historical theory, language as a constituent of the subject and the concept of culture according to Leontiev, understanding that the formation of the cultural-historical subject takes place in relationship with the environment and with others. The educational implications of the theory analyzed here are also discussed based on cultural heritage, seeking to exemplify the theoretical expositions. The idea is that cultural assets, in addition to having na aesthetic function, are significant. Finally, it was verified that the cultural-historical theory can be constituted as primary foundation for the reflection on concepts of language and culture that structure the educational spaces. Thus, educational actions allow the understanding of the meanings and senses elaborated by the population regarding cultural heritage historically.
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spelling Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical TheoryBens culturais e a constituição do sujeito: pressupostos da teoria histórico-culturalCultural-historical theorysubjectculturecultural heritageTeoria Histórico-culturalSujeitoCulturaPatrimônio CulturalConsidereing that the human being, as a historical-cultural subject, develops in relations with the environmental and with the other, this article aims to reflect on the constitution of the subject from the assumptions of the cultural-historical theory, especially the concepts of language and culture and their educational implications. To this end, a study of a theoretical nature was carried out, based on a bibliographical review based on the two principles presented by Alves-Mazzotti (2002): contextualization of the object of study and analysis of the theoretical framework, seeking a brief historical survey about the formation of modern society and the school institution from a capitalist perspective. Next, points related to Vygotsky's thought are addressed, such as the precursor of the cultural-historical theory, language as a constituent of the subject and the concept of culture according to Leontiev, understanding that the formation of the cultural-historical subject takes place in relationship with the environment and with others. The educational implications of the theory analyzed here are also discussed based on cultural heritage, seeking to exemplify the theoretical expositions. The idea is that cultural assets, in addition to having na aesthetic function, are significant. Finally, it was verified that the cultural-historical theory can be constituted as primary foundation for the reflection on concepts of language and culture that structure the educational spaces. Thus, educational actions allow the understanding of the meanings and senses elaborated by the population regarding cultural heritage historically.Haja vista que o ser humano, enquanto sujeito histórico-cultural, desenvolve-se nas relações com o meio e com o outro, este artigo tem como finalidade refletir sobre a constituição do sujeito a partir dos pressupostos da Teoria Histórico-Cultural, especialmente dos conceitos de linguagem e cultura e suas implicações educacionais. Para tanto, realizou-se um estudo de natureza teórica, a partir de uma revisão bibliográfica que tem como base os dois princípios apresentados por Alves-Mazzotti (2002): contextualização do objeto de estudo e análise do referencial teórico, buscando um breve levantamento histórico acerca da formação da sociedade moderna e da instituição escolar sob a óptica capitalista. Em seguida, abordam-se pontos relacionados ao pensamento de Vigotski, como o precursor da Teoria Histórico-Cultural, a linguagem enquanto constituidora do sujeito e o conceito de cultura segundo Leontiev, entendendo que a formação do sujeito histórico-cultural se dá nas relações com o meio e com os outros. Discutem-se também as implicações educacionais da teoria aqui analisada a partir dos bens culturais, buscando exemplificar as exposições teóricas. Destacou-se que os bens culturais, além de terem uma função estética, sejam significativos do ponto de vista da apropriação cultural. Constatou-se, por fim, que a Teoria Histórico-Cultural pode constituir-se como fundamento basilar para a reflexão dos conceitos de linguagem e cultura que estruturam os espaços educacionais. Assim, ações educacionais permitem o entendimento dos significados e sentidos elaborados pela população a respeito dos bens culturais em sua constituição histórica.Unioeste2023-12-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://e-revista.unioeste.br/index.php/travessias/article/view/3165810.48075/rt.v17i3.31658Travessias; Vol. 17 No. 3 (2023); e31658Travessias; Vol. 17 Núm. 3 (2023); e31658Travessias; v. 17 n. 3 (2023); e316581982-5935reponame:Travessias (Cascavel. Online)instname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:Unioesteporhttps://e-revista.unioeste.br/index.php/travessias/article/view/31658/22752Copyright (c) 2023 Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob CC-BY-NC-SA 4.0 que permite o compartilhamento do trabalho com indicação da autoria e publicação inicial nesta revistahttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessGaldino, Ana Paula da SilvaEing, Danielle Schilickmann, Maria Sirlene Pereira2023-12-28T18:03:10Zoai:ojs.e-revista.unioeste.br:article/31658Revistahttps://e-revista.unioeste.br/index.php/travessiasPUBhttps://e-revista.unioeste.br/index.php/travessias/oairevista.travessias@unioeste.br1982-59351982-5935opendoar:2023-12-28T18:03:10Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (UNIOESTE)false
dc.title.none.fl_str_mv Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical Theory
Bens culturais e a constituição do sujeito: pressupostos da teoria histórico-cultural
title Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical Theory
spellingShingle Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical Theory
Galdino, Ana Paula da Silva
Cultural-historical theory
subject
culture
cultural heritage
Teoria Histórico-cultural
Sujeito
Cultura
Patrimônio Cultural
title_short Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical Theory
title_full Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical Theory
title_fullStr Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical Theory
title_full_unstemmed Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical Theory
title_sort Cultural heritage and the constitution of the subject: assumptions of the Cultural-Historical Theory
author Galdino, Ana Paula da Silva
author_facet Galdino, Ana Paula da Silva
Eing, Danielle
Schilickmann, Maria Sirlene Pereira
author_role author
author2 Eing, Danielle
Schilickmann, Maria Sirlene Pereira
author2_role author
author
dc.contributor.author.fl_str_mv Galdino, Ana Paula da Silva
Eing, Danielle
Schilickmann, Maria Sirlene Pereira
dc.subject.por.fl_str_mv Cultural-historical theory
subject
culture
cultural heritage
Teoria Histórico-cultural
Sujeito
Cultura
Patrimônio Cultural
topic Cultural-historical theory
subject
culture
cultural heritage
Teoria Histórico-cultural
Sujeito
Cultura
Patrimônio Cultural
description Considereing that the human being, as a historical-cultural subject, develops in relations with the environmental and with the other, this article aims to reflect on the constitution of the subject from the assumptions of the cultural-historical theory, especially the concepts of language and culture and their educational implications. To this end, a study of a theoretical nature was carried out, based on a bibliographical review based on the two principles presented by Alves-Mazzotti (2002): contextualization of the object of study and analysis of the theoretical framework, seeking a brief historical survey about the formation of modern society and the school institution from a capitalist perspective. Next, points related to Vygotsky's thought are addressed, such as the precursor of the cultural-historical theory, language as a constituent of the subject and the concept of culture according to Leontiev, understanding that the formation of the cultural-historical subject takes place in relationship with the environment and with others. The educational implications of the theory analyzed here are also discussed based on cultural heritage, seeking to exemplify the theoretical expositions. The idea is that cultural assets, in addition to having na aesthetic function, are significant. Finally, it was verified that the cultural-historical theory can be constituted as primary foundation for the reflection on concepts of language and culture that structure the educational spaces. Thus, educational actions allow the understanding of the meanings and senses elaborated by the population regarding cultural heritage historically.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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10.48075/rt.v17i3.31658
url https://e-revista.unioeste.br/index.php/travessias/article/view/31658
identifier_str_mv 10.48075/rt.v17i3.31658
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://e-revista.unioeste.br/index.php/travessias/article/view/31658/22752
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Unioeste
publisher.none.fl_str_mv Unioeste
dc.source.none.fl_str_mv Travessias; Vol. 17 No. 3 (2023); e31658
Travessias; Vol. 17 Núm. 3 (2023); e31658
Travessias; v. 17 n. 3 (2023); e31658
1982-5935
reponame:Travessias (Cascavel. Online)
instname:Universidade Estadual do Oeste do Paraná (UNIOESTE)
instacron:Unioeste
instname_str Universidade Estadual do Oeste do Paraná (UNIOESTE)
instacron_str Unioeste
institution Unioeste
reponame_str Travessias (Cascavel. Online)
collection Travessias (Cascavel. Online)
repository.name.fl_str_mv Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (UNIOESTE)
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