A ESCOLA DE VIGOTSKI E A EDUCAÇÃO ESCOLAR (ALGUMAS HIPÓTESES PARA UMA LEITURA PEDAGÓGICA DA PSICOLOGIA HISTÓRICO-CULTURAL)

Abstract

This paper presents five hypotheses to a pedagogical reading of the Historical-Cultural Psychology (Vigotski’s school). The first hypothesis is that to understand Vigostki and his school’s thought it is essential to study the philosophical Marxist foundations of this psychological school. The second hypothesis is related to the fact that Vigotski’s works have to be studied as part of a whole constituted of the works produced by the Historical-Cultural Psychology. The third hypothesis refers to the fact that Vigotski’s school is neither interactionist nor constructivist. The fourth hypothesis is that it is necessary a conscious relationship with the pedagogical ideas which are being used as means to the reading that the Brazilian educators are making of the School of Vigostki’s. The fifth hypothesis is that a “escola novista” pedagogical reading of the School of Vigotski’s works is opposite to the pedagogical principles existing in this psychological school.