Atividade. Sujeito. Personalidade. Estudo na abordagem do sistema didático Elkonin-Davidov-Repkin.

Abstract

This thesis, defended as a partial requirement for promotion from the Associate Professor IV Class to the Full Professor Class in the Higher Education Career, is developed in the context of the Study and Research Group on Developmental Didactics and Teacher Professionalization (Gepedi). The work analyzes, for the first time in Brazil, the genesis and conceptual foundations of the theory of personality developed by O. K. Dusavytskyi (1928-2012), as an expression of two variants of the Elkonin-Davidov-Repkin didactic system that developed independently in Moscow and Kharkiv. The thesis arises from the need to understand what the learning process organized to drive and promote development is directed towards, as expressed in the core of L. S. Vygotsky's theory. In this sense, it assumes the following objectives: (1) to analyze the genesis and development of the Moscow and Kharkiv groups, with a view to understanding the web of historical and epistemological relations that, in the theory of personality, combines elements of both variants; (2) to investigate the similarities and differences between the two approaches, with a view to delimiting the points of convergence and divergence between the conceptions of study activity, subject and personality of the two groups; and (3) to analyze the relationship that O. K. Dusavytskyi establishes between study activity, subject and personality as an integrating element of the Moscow and Kharkiv variants. The work is the result of theoretical research carried out based on documentary sources, which include almost seventy years of production in the area (1956 to 2023), published in their original languages (Russian and Ukrainian) and in translations (Portuguese and Spanish); as well as oral sources (with testimonies from Ukrainians Natalya V. Repkina and Maryna Rosen). Exploratory translation and comparative translation resources were used. The criterion for analyzing the translations was the theoretical body under study itself, whose conceptual domain is fundamental for an interpretation, as faithful as possible, of the author's thought. The concepts of subject and activity (collective and individual), by V. V. Davidov; and the concept of self-transformation of the student into a subject of the study activity, by V. V. Repkin, are the two main elements that O. K. Dusavytsyi integrates from the approaches of both groups. Historical, theoretical and conceptual aspects were analyzed, from which the thesis is presented that the theory of personality developed by the Ukrainian psychologist O. K. Dusavytsyi integrates the concepts of developmental learning and study activity of two variants of the system that were consolidating separately in Moscow and Kharkiv. In carrying out this work, we also present as results: (1) the elaboration of a periodization that crosses the psychic and personality developments for D. B. Elkonin and V. V. Davidov, respectively; (2) the proposition of a periodization of personality development for O. K. Dusavytskyi, built in the interface with the periodization of the subject development of V. V. Repkin; and (3) the delimitation of the content, objective and structure of personality. The study allows us to conclude that the theory of personality expresses the effort and merit of the author, who, if not the only one, was the first to integrate these two variants and propose that the development of personality constitutes the purpose of developmental learning. This thesis intends to contribute to a school education that develops the human being, since the school, as a space for humanization, more than working on school knowledge, needs to form subjects of their own activities, which implies a special type of study activity that constitutes personality activity.