Abstracts Psychology

A centralidade da percepção na primeira infância e seu desenvolvimento por meio do ensino: contribuições da pedagogia histórico-crítica e da psicologia histórico-cultural: The centrality of perception in early childhood and its development through school teaching: contributions from Historical-Critical Pedagogy and Historical-Cultural Psychology

by Lorrana Morelli [UNESP] Soares

There are important theoretical contributions by diverse sciences, in particular by Historical-Cultural Psychology and Historical-Critical Pedagogy regarding the determining role of teaching to child development to its maximum possibilities. Nevertheless, in the present scenario of daycares in Brazil we see the persistence of some traces of the assisting conception and unsystematic pedagogical practices which gave birth to these institutions. We are aware that the psychic development happens since the youngest age and does not occur naturally. It occurs by means of an educational process that promotes the appropriation of humanity in its surroundings. In this thesis we analyze the theoretical postulates of Historical-Cultural Psychology and Historical-Critical Pedagogy which are able to base educational practices that are compromised with a developing teaching in daycare teaching mode. To this end, we adopted Historical-Dialectical Materialism as method and we did a conceptual theoretical research in which we studied the development of perceptive acuity in the period of early childhood through school teaching. We intend to extract from those postulates theoretical-practical guidelines for planning and organizing teaching, particularly the ones that can contribute to the perfectioning of perceptive acuity in 1-to-3-year-old children. In order to accomplish the path of research here described, we divided this thesis into five sections. In the introduction we present our professional and academic background, so the reader can understand how we selected the object and the method of this research. In the first chapter we discuss the historical process of creation and development of the institutions that originated daycares and the persistence of the assisting nature. We indicate Historical-Cultural Psychology and Historical-Critical Pedagogy as tools for overcoming such nature. Then, in chapter two we present the theoretical postulates of Historical-Cultural Psychology on the development of the psyche in early childhood, emphasizing the function of perception as the prevailing function in small children. We summarized these postulates into theoretical-practical guidelines that may help teachers to organize a developing teaching in early childhood. In the third chapter, supported by these theoretical-practical guidelines, we present some school contents and the way to organize the children’s activities that can contribute the most to the development of perceptive acuity. Finally, we come to the conclusion that the studies about psychic development are shaped as operational content in the eyes of Historical-Cultural Psychology. This content should be accessible for daycare teachers, basing their practices. We reassert the postulates of Historical-Critical Pedagogy as supporters for the promotion of a kind of child education that breaks definitively unsystematic models and practices, so that it becomes a teaching process that humanizes children. Such thing would enable them to understand reality and the possibilities to…