As bases da aprendizagem coletiva desenvolvimental na obra de Vigotski: fundamentos e princípios norteadores

Abstract

This master's research in Education was developed within the Knowledge and Educational Practices research line of the Graduate Program in Education at the Federal University of Uberlândia. The study addresses the following research questions: What conception of Developmental Collective Learning emerges from the work of Lev S. Vygotsky, and what are its theoretical foundations and guiding principles? How can the instrumental and reductionist interpretation of learning in Vygotsky's work be overcome? The study argues that Vygotsky's conception of learning constitutes a Theory of Learning as Developmental Activity, or Developmental Collective Learning. It is based on the assumption that collective learning should be understood as the foundation of developmental learning, overcoming interpretations that reduce it to a secondary or derivative dimension of individual processes. The general objective of this research was to demonstrate the foundations of Developmental Collective Learning in Vygotsky's work, overcoming instrumental and reductionist interpretations while clarifying his conception of psychological development and the role of collective learning as its driving force. Specifically, the study sought to: describe Vygotsky's life, work, historical context, research objects, and methodological approach; examine his conception of human psychological development; elucidate the role of education and collective learning, when properly organized, in children's psychological development; and define the concept of collective learning, with emphasis on school-based collective learning, its types (individual and collective), phases (pre-school and school), levels (spontaneous, spontaneous-reactive, and reactive), and variants (teaching-based and activity-based). From a theoretical and methodological perspective, the research is qualitative in nature and is based on bibliographical and documentary analysis. It draws upon Vygotsky's classical works and engages with authors from the Cultural-Historical tradition. The investigation adopts a critical-interpretative approach to the analysis of central theoretical categories, including development, mediation, internalization, and activity, aiming to reconstruct the concept of collective learning in its full complexity. The findings indicate that collective learning is not an accessory aspect of development but rather an organizing principle of human development, as it takes place through social relations and shared activities. The study demonstrates that the collective dimension not only precedes but also structures and enhances individual psychological processes, thereby constituting the foundation of developmental learning. It concludes that recognizing the centrality of collective learning requires a reorientation of pedagogical practices, emphasizing interaction, cooperation, and joint activity as essential conditions for the formation and development of human beings.