THE PERIODIZATION OF DEVELOPMENT IN HISTORICAL PSYCHOLOGY CULTURAL: FUNDAMENTALS FOR PEDAGOGICAL PRACTICE?

Abstract

The objective of this article is to present the results of a research on academic productions arising from dissertations and theses published in Postgraduate Programs in Brazil, which researched about the periodization of human development and its relations with pedagogical practice, based on the foundations of Historical-Cultural Psychology. Initially, we will address the periodization of human development and, subsequently, we will address the relationship between teaching and learning and the results of the research carried out. A survey of dissertations and theses was carried out in the repository of the Theses and Dissertations Portal of the Coordination for the Improvement of Higher Education Personnel (Capes), which address the topic of periodization of human development. The search was carried out in June 2020. In this search, 83 dissertations and 42 theses were selected for analysis. When analyzing the works, attention is drawn to the growth in the number of publications over the 35 years, however, it was in the last decade that there was a greater concentration of work productions. In addition, we found that the teaching stage most researched by the authors was Early Childhood Education. Some concepts/themes are present in the texts, such as: teacher mediation, the relationship between development and learning, zone of proximal development (ZPD), scientific knowledge, higher psychological functions and affect-cognition unit, aspects that we consider necessary for the pedagogical process. In conclusion, we emphasize that knowledge based on Historical-Cultural Psychology on the periodization of human development can support and provide tools for the planning and actions of the teacher in his/her professional activity.