O estado da arte da teoria histórico-cultural e da didática desenvolvimental na pós-graduação em educação da região Centro-Oeste do Brasil

Abstract

This research originated from the question: What is the place that Historical-Cultural Theory and Developmental Didactics have occupied in the scope of Brazil’s Postgraduate in Education? It is necessary to analyze the influence of historical-cultural epistemological theories on national soil, considering that, in the last 20 years, there has been a significant increase in the interest of Brazilian researchers. In view of this context, we assume as a general objective to map the place that Historical-Cultural Theory and Developmental Didactics occupy in the context of research carried out in Postgraduate Education programs, from 2004 to 2020, in the Midwest region, taking into account to contribute to the state of the art of Developmental Didactics at the national level. As developments, the research had the following specific objectives: 1) to survey, in the official databases, the theses and dissertations with a historical-cultural and developmental focus defended in the graduate programs in education in the Center-West region in the period of 2004 to 2020; 2) identify historical-cultural approaches (Activity Theory, Personality Theory and Subjectivity Theory) that have guided research in the area; 3) to identify the approaches of Developmental Didactics (Elkonin-Davidov-Repkin system, Galperin-Talizina system and Zankov system) that have guided research in the area; and 4) identify within each system which authors (and together with them, which approach) have assumed predominance in studies in the area. This investigation is part of the network project “The State of the Art of Historical-Cultural Theory and Developmental Didactics in postgraduate education in Brazil”, coordinated by profa. dra. Andréa Maturano Longarezi as a continuation of the Didactics research in the scope of Brazilian graduate studies (LONGAREZI, 2012). The research is based on the Marxist method of Historical-Dialectical Materialism and its methodology was worked by bibliographic analysis, bibliometric research and the state of the art. The corpus found contains 695 pieces of research in THC from the general total of 5,274 studies in Education, collected in 10 repositories of universities in the Brazilian Midwest with 13.18% coverage in the general total. The methodological course consisted of the selection, classification and categorization of data using 12 historical-cultural descriptors that generated tables and graphs. Using quantitative and qualitative data indicators, we found 65,739 mentions of the names of Soviet-Socialist authors, representatives of the theories in focus, which generated tables, graphs and qualitative analyses. As final results we elucidate the theoretical trends of THC research in the region, which are: Historical-Cultural Psychology/Historical-Cultural Theory, Subjectivity Theory, Developmental Teaching/Developmental Learning and Activity Theory. Among the authors most influential in THC research are: Lev Semionovicth Vygotsky, Alexei Nikolaevich Leontiev, Fernando Gonzáles Rey and Vasily Vasilovich Davidov.