A APRENDIZAGEM DA CRIANÇA NAS TEORIAS DE VYGOTSKY E WALLON: ENTRE CONGRUÊNCIAS E DIVERGÊNCIAS

Abstract

The present work discusses the main theories of Lev Semenovich Vygotsky, a cultural-historical theorist and Henri Paul Hyacinthe Wallon, a social biological theorist, and their conceptions about the child's development and learning processes. The same has the objective of presenting the process of formation of the child, its learning and its development, bringing reflections to rethink the teaching practice, which have the role of meeting the subjective and social needs of the subject. about the formation of the subject, its development and its learning, having as base, important theorists of the contemporaneity, being essential that the educator knows better with whom it is working and to improve its teaching practice. The present research was developed through the methodology of bibliographic research, through readings of books and articles, with the objective of finding possible answers to the problem of establishing theoretical congruences and divergences between the authors studied. The results obtained bring important contributions to education, in which theorists analyze the subject in its entirety. Vygotsky brings the ZPD, the importance of mediation, appreciation of spontaneous knowledge for scientists; Wallon shows the importance of emotion for the development and learning of the subject. Both authors significantly contribute to the qualitative performance of the teacher in the teaching-learning process. It is concluded that the subject must be thought of in its entirety, as a thinking, emotional being, who needs interaction with another to develop and learn.