O Estado da Arte da Teoria Histórico-Cultural e da Didática Desenvolvimental na pós- graduação em educação da região Sul do Brasil

Abstract

This piece of research, along with four studies, is part of a main project created and led by Professor Andréa Maturano Longarezi, PhD, intended to assess the role of Cultural Historical Theory and Developmental Teaching within Education graduate programs in each region of Brazil. To this end, this study aimed at mapping and analyzing data for the South region, by completing the following objectives: 1) to search scholarly databases for theses and dissertations focusing on historical-cultural and developmental approaches that were submitted to Education graduate programs in the South region from 2004 to 2020; 2) to identify the historical-cultural approaches (Activity Theory, Theory of Personality and Theory of Subjectivity) that have guided research in the field of study; 3) to identify the Developmental Teaching approaches (Ėl’konin-Davydov-Repkin System, Gal’perin-Talyzina System, and Zankov System) that have guided research in the field of study; and 4) to identify the most quoted authors (and the related approaches) in the field of study in each system. Considering that, the writing was based on the historical and dialectical materialist approach. The methodology consisted of the state of the art. Collected all data, the information was organized in analysis sheets, to synthesize the data in tables and graphs. The results showed that 576 studies (comprising 497 master’s theses and 79 doctoral dissertations) dealt with Cultural Historical Theory and Developmental Teaching (4.29%) out of 13,429 pieces of research retrieved from 31 scholarly repositories. In addition, the names of the authors representing the theories were mentioned 45,759 times, providing quantitative data for qualitative analyses. Thus, the findings revealed that the thematic trend of the region is centered on the descriptors concerning the Cultural Historical Theory and the Cultural Historical Psychology as a theoretical source of studies and research on graduate programs. L. S. Vygotsky’s name was the most mentioned, followed by A. N. Leontiev’s name. The findings also revealed that the scholarly interest in Developmental Teaching and its theoretical, methodological and philosophical assumptions has grown over the years. This research helped to expand and deepen the scientific knowledge that is specifically addressed by the Study and Research Group on Developmental Teaching and Teacher Professionalization at the Federal University of Uberlândia and in Brazil as a whole.

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