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.
