A CONSTRUÇÃO DA LINGUAGEM E DA ESCRITA NA PERSPECTIVA HISTÓRICO-CULTURAL

Abstract

This dissertation is inserted in the Education, Institutions, and Educational Policies line of research of the Stricto Sensu Graduate Program in Education of the Faculdade de Inhumas - FacMais, and proposes a reflection on the construction of language and writing from the perspective of the cultural-historical theory. Vygotsky developed studies on human development based on the premise that biological and social components interfere with them. Thus, in the cultural-historical theory, we try to understand how the process of language and writing development happens. While researching, the following question was raised: what are the contributions of the cultural-historical theory to the understanding of the development of thought and language and to the teaching process? Thus, the objective is to explore Vygotsky's intellectual trajectory and the cultural-historical theory; as well as to highlight Vygostokian contributions to the process of language and writing development and to the school as a space for learning and teaching. To do so, a qualitative, bibliographic, and documental research was carried out, based on Vygotsky's studies, addressing his main contributions to the field of Education. Besides the works of this scholar, some researchers in the area were also consulted, such as Almeida (2021), Araújo (2021), Baquero (1998), Barbosa (2013), Bessa (2008), Boiko and Zamberlan (2001), Butgraen (2010), Campira (2021), Farias and Bortolanza (2013), Libâneo and Freitas (2019), Maciel (2001), Minayo (2012), Oliveira (1996), among others. Throughout life, subjects interact with several groups, with their families, and the social environment in which they learn rules, behaviors, and develop their mental and social capacities. The school, as a learning space when adopting the culturalhistorical perspective, demonstrates the importance of Vygotsky's studies for teaching performance.