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

Abstract

The research “The state of the art of Historical-Cultural Theory and Developmental Didactics in post-graduation in Education in the Southeast Region of Brazil” is one of the five investigations that make up the network-project, elaborated and coordinated by Profa. Dr. Andrea Maturano Longarezi. This network-project was generated in 2020 in continuity to the research Didactics within the scope of Brazilian postgraduate studies, developed in 2012. The present investigation, one of the five of the project at a national level, has as its guiding question to understand what is the place that the Historical-Cultural Theory and Developmental Didactics have been occupying postgraduate studies in Education in the Southeast of the country. To this end, it was observed, in a recent study, that 115 research groups on the historical-cultural theme were identified (ASBAHR; OLIVEIRA, 2021), which shows the expansion of scientific interest of Brazilian researchers for this approach of pedagogical psychology and developmental didactics. The objective of this research is to map the reception of Historical-Cultural Theory and Developmental Didactics in postgraduate programs in Education in the Southeast Region through the qualification and quantification of theses and dissertations, elaborated based on both Soviet conceptions in the period of 2004 to 2020. The research, guided by the historical-dialectical materialist method, is constituted by the state-ofthe- art methodological type. The methodology had its route traced in stages: survey; collect; selection; classification of 2,349 theses and dissertations using 13 historical-cultural and developmental descriptors, in the 29 repositories of universities in the Southeast of the country, selected at the time with Historical-Cultural Theory and Developmental Didactics as the focus of the studies. The recording of the information obtained was carried out using a methodological instrument composed of data analysis sheets from the surveys, based on the historical-cultural and developmental descriptors previously defined for the interpretation and analysis of the data. In the results, the coverage of the historical-cultural and developmental approach reached 12.63% in relation to the general total of 18601 defenses in the Southeast region. The research reveals, based on the interpretative analysis of the qualitative indicators, that the thematic tendency of postgraduate theses and dissertations in the region is centered on HistoricalCultural Theory and Psychology as theoretical sources of postgraduate studies and research. Relevant in the item mentioning the names of the authors, the psychologist Lev Semionovitch Vygotski appears as the most read and mentioned author in the student works. The historicalcultural and developmental approaches, revealed in the incidence of descriptors, show a still timid search and interest of academics in the field of Developmental Didactics and its theoretical, methodological and philosophical assumptions. This is one of the studies added to the collective effort that has been undertaken by the Group of Studies and Research in Developmental Didactics and Teacher Professionalization (GEPEDI-UFU), with a view to expanding and deepening scientific knowledge within the theoretical contributions of Historical-Psychology. Cultural and Developmental Didactics in the country.