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Socio-emotional competences (CSE) refer to the development of empathy, respect, trust, assertiveness, dialogue, cooperation, acceptance and appreciation of diversity, which are fundamental for an adequate coexistence in society. Socio-emotional development has been established as a predictor of psychosocial adaptation and an important factor in the prevention of academic difficulties, mental disorders and psychosocial conflicts. Much has been discussed about the pedagogical projects of schools and the training of teachers in this regard. However, due to the recent approval of the new curricular basis, there are still few works that have proven effective proposals. To continue promoting dialogue and reflection on this topic, this article aims to contribute with some pedagogical proposals based on historical-cultural psychology and its conception of personality development, as well as presenting curricular programs developed in other countries, highlighting the contributions of creative activities to socioemotional education. [ABSTRACT FROM AUTHOR]

Abstract This article presents an overview of research groups that use Historical-Cultural Psychology as a theoretical framework, registered in the Directory of Research Groups of the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). A “state of knowledge” study was held. 115 groups were found, and the following data stand out from the analysis of their descriptions: terms used to name the theory; knowledge areas; geographic distribution; nature of the group’s institution; foundation year; and main research topics in the areas of psychology and education. As a result, it is pointed out: that semantic dispersion concerning the theory naming; increase in groups researching public policies; and insertion of contemporary themes such as racism and gender. It is concluded that the above panorama makes it possible to better understand the research interests carried out by Historical-Cultural Psychology and the challenges to be faced.

Copyright of Revista HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psicologia: Teoria e Pesquisa is the property of Universidade de Brasilia, Instituto de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Interação em Psicologia is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gerais: Revista Interinstitucional de Psicologia is the property of Gerais: Revista Interinstitucional de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article report results of a project carried out with a group of children from Early Childhood Education, from a federal public school in the city of Uberlândia, Minas Gerais. The activities carried out aimed at reflecting with the children on the environmental theme and aware about the importance of caring for the environment where they live. The theoretical-methodological framework was anchored in Historical-Cultural Psychology (HCP) and included participant observation as an instrument for data construction. In general terms, it was identified through the activities carried out that it is possible to work with the referred public from activities that enable investigation actions and discovery of natural phenomena for children to actively participate in the learning process. [ABSTRACT FROM AUTHOR]

COVID-19 caused, in the years 2020 to 2022, a global-scale pandemic. Due to the spread of the virus through interpersonal contact, presential school activities were temporarily suspended and the methodology of remote teaching was used. Considering this context, the present study aimed to analyze the teaching work throughout the pandemic. For that, a field research was carried out with 170 teachers of Elementary School - Early Years in the city of Cascavel/PR, who answered a questionnaire consisting of open and closed questions. The data collected were interpreted through statistical analysis and thematic analysis. With Historical-Cultural Psychology, it was possible to verify that the COVID-19 pandemic had a negative impact on teaching work, since pedagogical practices distanced themselves from the teacher's role of promoting the appropriation of knowledge by students. On the contrary, the teachers' work was related to the mechanical reproduction of contents and to bureaucratic and planning activities. Based on this, the importance of the teacher's role as an agent capable of promoting learning, the sense of autonomy and creativity of students is highlighted, supported by a critical and humanizing pedagogical practice. [ABSTRACT FROM AUTHOR]

Copyright of Psicologia em Estudo is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This text aims to present notes on the principles that underlie the relevance of playing for the formation of children and to address how it is possible to organize practices consistent with the proposal of a humanizing education. The nature of the research is qualitative, and the theoretical-methodological option is based on Historical-Cultural Psychology. This study presents a bibliographic review, in which we seek to apprehend the function and importance of social role by playing and other ludic actions for human development, especially in the schooling space. We selected articles and researches published in national journals, as well as consulting classic references related to the area. With this, from the epistemological framework of the aforementioned perspective, we list the main concepts that underlie this theory to consolidate principles to the teaching activity with paths to human development. In general terms, we identified that Early Childhood Education professionals are responsible for planning and organizing situations aimed at the diversity of experiences, to promote and enrich the repertoire of symbolic games and the teaching actions must be intentionally organized to promote play as the main activity in childhood and create conditions for human development at its maximum possibilities. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

From a theoretical and methodological perspective, we provide analyses of cultural-historical psychology to identify its differences with constructivism. As well as the origin of psychological development and the usage of “cultural” and “social” terms. The article discusses about the method used in cultural historical psychological approach and its implications for the organization of the teaching-learning process. The authors conclude on the need to differentiate between Vigotsky’s approach and postmodern constructivism according to conceptual, methodological, and epistemological basis. [ABSTRACT FROM AUTHOR]

This article presents the possibility of individual psychotherapeutic intervention for adults based on Historical-Cultural Psychology. Among other possibilities, we understand that Vygotskian psychology offers a basis for the psychotherapeutic interventions elaboration that aims to act on the subject's consciousness formation process. Some assumptions guided the analysis of the theme, as shown below: consciousness is conceptualized as a psychic reflection of reality; all higher psychological functions act in the complex process of capturing reality, in the transformation of sensory information into processes of abstraction in the form of concepts; in the process of consciousness formation, the cognitive and affective aspects compose a dialectical unit, which is formed from the interpsychological to the intrapsychological plan; and the health-disease process, which is understood linked to historical and cultural conditions, as well as psychic suffering is understood from its genesis in the critical processes of social life. From this, we discuss some propositions that can support the psychotherapeutic practice that aims to work on the process of consciousness formation. From this, we discuss some propositions that can support the psychotherapeutic practice that aims to work on the process of consciousness formation. The psychologist's intervention turns to the analysis of the subject's history, in its constitutive individual and social processes which take place within the capitalist society, and seeks to understand the movement of consciousness formation and psychic suffering, which is established from the singular-particular-universal dialectic dynamics; aiming to apprehend how the critical processes of social life, historically constituted, engendered the suffering experienced. Thus, such intervention makes it possible for the subject to become aware of the historical and social relations that determine the person, how the social reality constitutes oneself, and what is the person's active role in this process. Based on Vygotsky, we understand that becoming aware of the relationships that corroborate to constitute the individual's consciousness, and suffering provides the subject with new conditions for coping with his psychic suffering. [ABSTRACT FROM AUTHOR]

This article aims to present studies that address the work with early childhood, with regard to pedagogical practices developed in daycare centers of the Municipal Education Network of Uberlândia, Minas Gerais, in a pandemic period caused by the new Coronavirus (COVID-19). The research is qualitative and, as a data collection instrument, it was used a directed questionnaire, applied to five teachers from the Municipal Education Network of Uberlândia. In general terms, it was identified that the teachers made an effort to reconfigure their work from the new context and proposed to maintain an affective bond with the children, despite the physical distance, as they understand the importance of affectivity for pedagogical work and for global development. Their pedagogical plans were based, in part, on flexibility, in aspects that meet the physical, emotional and social needs of children through attentive listening and a sensitive look at the realities experienced by the school community. [ABSTRACT FROM AUTHOR]

Discussions about childhood have been constant in research carried out in recent decades, since puerile education has taken shape through its legal insertion in basic education, raising concerns about the role of daycare for young children. Under this aegis, the article, based on qualitative research of a bibliographic nature, aims to promote reflections about the contributions of the Historical-Cultural Psychology theory in relation to the importance of the movement for the development of children from birth to 3 years old. The study presents the social relationship, mediated by language, as a conductor of thought and motor action, being a preponderant factor for the intentional mastery of movements and for the appropriation of body knowledge. In early childhood education, national official documents recognize the importance of working with the body and indicate that in daycare, a space that allows for more organized social interactions, it is necessary to implement pedagogical practices that explore the child's body in various possibilities. The study could conclude that movement is a motor activity that must be developed, and must be considered in the actions taken by the teacher, in order to promote the appropriation of human culture. [ABSTRACT FROM AUTHOR]

Copyright of Revista HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article was based on a master's thesis research that had as a central question "which propositions for pedagogical practice, in the teaching of Science and Biology, could be elaborated from historical-critical pedagogy, considering the significations of students about synanthropic animals?" and as objective analyzing the significations of third year high school's students about synanthropic animals and extracting pedagogical appointments for the Science and Biology Teachings. This text develops some dissertation's analyzes about the role of the school as a means of socializing scientific concepts for a human formation based on social practice. Participants formed dialogue groups about animals of public health relevance. The analysis followed the methodology of nuclei of significations. As results, we found nuclei about emotions and reactions to animals; descriptions of biological characteristics; and the non-scientific cultural symbolic universe. From these analyzes, pedagogical notes were extracted based on the historical-critical pedagogy. [ABSTRACT FROM AUTHOR]

The understanding of the concrete, non-dualistic human being with dialectical bases has been a concern since the first generation of the Soviet psychological school. The studies elaborated by this school, later denominated Historical-Cultural Psychology, subsidized the understanding that throughout the life, when performing activities to maintain its survival, the human being modifies its external and internal conditions, that is, it modifies the environment in which lives and their psychic functions. In the present article, the objective is to analyze the periodization of human activity in Vygotski (1896-1934), Leontiev (1903-1979) and Elkonin (1904-1984), in the search for elements that interpose continuities or ruptures of their bases. These are three classic authors who give psychological foundation to the studies of Historical-Critical Pedagogy and that although they belong to the same psychological school, they bring different emphases to think periodization. In order to reach the desired goal, a search of the classic texts of these authors was made available in Portuguese and Spanish, and a comparative table was drawn from the main periods: early childhood, childhood, adolescence and adult life. The line of defense adopted is that the periodization studies presented by Leontiev and Elkonin are a continuation of Vygotsky's studies. The latter devoted himself more to internal questions, to raising the level of psychic development, while still considering it to be dependent on the situation of concrete life. Already Leontiev and Elkonin further explore the influence of social activity on psychic development and established relationships, based on the categories of dominant activity. [ABSTRACT FROM AUTHOR]

This article highlights the theoretical and methodological unity existing between the culturalhistorical psychology and the historical-critical pedagogy, taking the category of mediation as a central element of analysis. This fact is justified since that category is emerging as an essential premise of the historical-materialist dialectical method; and this method, in turn, is the foundation of both the historicalcultural psychology and the pedagogy historical-critical. For achieving the stated aim, the text is organized around two themes. The first goes back to the historical-cultural conception of psychism, highlighting of internalization of signs as a condition for the development of that psychism; the second brings into focus the relationship between internalization of signs and concept formation, in order to demonstrate that the quality of the concepts in the training school is the intervening variable in the psychological development. By the way of concluding remarks, it is said the internalization of signs as a central element of mediation between historical-cultural psychology and historical-critical pedagogy.

Taking into account the centrality of category “mediation” according to the dialectical concept to approach historical-critical pedagogy in intermediation with historical-cultural psychology, this article starts by characterizing dialectic logic departing from its formulation by Hegel and corresponding criticism by Marx and its reformulation on materialist bases. Next, in order to show the character of dialectics as an expression the movement of reality itself, this paper presents the controversy between induction and deduction in philosophical science. At a second stage, this study examines the meaning of category “mediation” in historical-critical pedagogy, whose intermediation with historical-cultural psychology is the object of the third section of this article.

The demand for specialized educational services and adapted resources in the regular school especially from the Constitution of 1988 and the Law of Guidelines and Bases of National Education of 1996 imposes challenges to teachers to guarantee equivalent opportunities of teaching and learning to students with and without disabilities, so that the same content is learned by both. The objective of this article is to describe and discuss a strategy of pedagogical intervention carried out in the 5th year of elementary school I in which there is a blind student enrolled in the municipal public school system. The activity applied by the teacher regent of the room together with the researcher involved the collective of the room and match the foundations of Historical-Critical Pedagogy and historical-cultural Psychology in relation to the social interaction of the person with blindness and cultural mediation for learning School concepts. During the class, collaboration, attention, concentration, abstraction and generalization were developed and mobilized to construct the concept / phenomenon of the water cycle by the students. The results of the article indicate the importance of teacher mediation established in the game to mobilize the interaction between children to learn scientific concepts such as the water cycle and the formation of the river. Before the game, students conceived linearly and superficially the formation of the river and the water cycle, most anchored in concepts derived from common sense. After the activity, many doubts were clarified and most of the students advanced from a syncretic to synthetic view, that is, they were able to understand the dynamics of the river in a concrete and apprehended way in its totality, no more fragmented as in the beginning. [ABSTRACT FROM AUTHOR]

The historicity of psychological phenomena plays a key role in Vygotsky's developmental theory. However, we rarely realize what historicity means to Vygotsky, and what implications the notions about the nature of historical change bring to his theory. We suggest, based on dialogue with authors from the social sciences, that Vygotsky worked with different notions of the nature of historical changes in each developmental plane (phylogenetic, ontogenetic, and historical-cultural). Our investigation on this topic showed that, for Vygotsky, each timescale studied behaved differently: for instance, teleological in civilizational scale, semi-open in ontogenetic time. Due to the great influence exerted by the author's work on the fields of developmental and cultural psychology, we understand that this kind of investigation can be useful to clarify and enrich both scholarly knowledge about his works and contemporary claims about the role of historical change on the developmental processes in psychology. [ABSTRACT FROM AUTHOR]

Copyright of Revista HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work discuss the opinions of the school managers from the Municipal Education System of Presidente Prudente/SP about the research-intervention process held at the school. The objective of the research was to create a space for reflection and collective discussion in the school, in order to propose new ways of dealing with the problems which emerge in the daily school life and to broaden teachers' understanding about the determinations which feeds the school complaints production. The process followed the foundations of the historical-cultural theory. We highlight the partial results obtained through interviews with the school managers, regarding the intervention meetings, the themes studied and the contributions of the process. The reports describe that the intervention made possible the construction of a space for critical collective reflection and discussion favoring the breakdown of crystallized conceptions about school complaints, breaking the pathologization which comes from the educational processes. [ABSTRACT FROM AUTHOR]

Copyright of Gerais: Revista Interinstitucional de Psicologia is the property of Gerais: Revista Interinstitucional de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas (17949998) is the property of Universidad Santo Tomas, Facultad de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gériatrie et Psychologie Neuropsychiatrie du Vieillissement is the property of John Libbey Eurotext Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gerais: Revista Interinstitucional de Psicologia is the property of Gerais: Revista Interinstitucional de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos Cedes is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of school education as a condition of humanization of individuals, as well as the transmission of historically systematized knowledge as one of the requirements for the achieving this purpose. In this direction, we aim to demonstrate that the historical-critical pedagogy contains, in its innerness, a solid psychological foundation, consistently built by a cultural-historical conception of man, society and educative nature that guides the relationship between them through the human vital activity, that is, through the work. It is in the core of those fundamentals that the alliance between this pedagogical theory and cultural-historical psychology is evident.

This article presents the historical-critical pedagogy and historical-cultural psychology, also rehearses to make inferences for teacher training in Brazil. Therefore, was sought to theoretical base in authors such as Dermeval Saviani, Newton Duarte, Vygotsky, Leontiev, Ligia Marcia Martins, Marilda Facci, Marta Sforni. The historical-critical pedagogy postulates that the educational actis characterized by intentionality, aiming as objective the appropriation of knowledge systematized by the student. In the same sense, the historical- cultural psychology understands that the learning of knowledge scholarship is critical for the development of higher psychological functions. The good teaching in this perspective is the one that promotes the development of the individual that is always asocial and historical development. These approaches are confronting and overcoming the pedagogies of learning to learn that find their foundation in constructivism and who claim that more important than teaching or learning is to take the student to find ways to learn how to learn. The teacher’s job, according to these pedagogies, is of a learning facilitator, which has led to an undermining of their function and causing serious consequences for the teaching learning process of students in the classroom. Finally, this article points according to the marxist perspective the omnilateral defense of teachers training as an indispensable element for the progress toward the consolidation of a quality public education.

This work points to the articulations between the fundamentals of cultural-historical psychology and the historical-critical pedagogy, in regard the issue of content that should compose the curriculum. The correct organization of the teaching process by the teacher, through scientific knowledge, as well as the appropriation of classic content, by students, promotes mental development to raise the development of higher psychological functions at their highest possibilities. Thus, we affirm the cultural-historical psychology and the historical-critical pedagogy align themselves both with regard to the Marxist perspective of socialist revolution, as in respect to concept of formation of individuality and the role of schooling in human emancipation.