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.