Aprendizagem Desenvolvimental: Atividade de Estudo na perspectiva de V. V. Davidov

Abstract

This dissertation presents VV Davidov's contributions to the Study Activity Theory as a theme, from the analysis of the notion of subject, as well as the concept, content and structure of the Study Activity, carried out through a dialogue with the work produced within the Theory of Developmental Learning and the Elkonin-Davidov-Repkin system. We intend, as a general objective, to approach the level of epistemological, theoretical and methodological development that Davidov's thought and work experienced, under the evolutionary angle, in relation to the concept of subject and the way his understanding influenced the elaboration of the concept, the content and structure of the Study Activity, with access to texts by the author, in some cases, still unheard of in the West, in dialogue with his contemporaries and with the historical-social context. The specific objectives are: to locate, systematize, translate and classify, from a conceptual and methodological point of view, Davidov's production related to the Study Activity, still unprecedented in the West; establish the network of collaborators and interlocutors with whom Davidov spoke, directly or indirectly, during the process of elaborating his concept of Study Activity; elaborate a periodization of the development of Davidovian thought in relation to the formation of the Study Activity theory, based on the analysis of its epistemological, theoretical and methodological contribution, for the establishment of the concept, content and structure of this activity. We present a research of theoretical nature that elaborates clues about the documentary analysis of Davidov's work. It is not limited to a survey of a positivist nature, since we start from the idea that although we have used material already written and published, its analysis was made from a constructive-interpretive perspective. We believe that, with the results obtained, it will be possible to carry out, in the future, interventions to improve the quality of the learning processes developed inside the classrooms of Brazilian schools, without disregarding the characteristics and concrete demands of this context.