Aprendizagem coletiva e aprendizagem individual na obra de O. K. Dusavytskyi (1978-2016)

Abstract

This research aims to understand how the core concepts of collective learning (obutchénie) and individual learning (utchénie), articulated with subsidiary terms—ucheniyem (учением), instruktor (инструктор), prepodavanie (преподавание), utchitel (учитель), utchenik (ученик), vospitanie (воспитание), obrazovaniye (образование), and lichnost’ (личность)— contribute to the theoretical and practical understanding of developmental collective learning. The study focuses on the analysis of the work of Olexander Konstantinovich Dusavytskyi (1928–2012), investigating the formulation of the types of learning proposed by the author and their implications for the organization of learning within the developmental perspective, situated in the tradition of Developmental Collective Learning consolidated by the Kharkiv group. The theoretical and methodological framework is grounded in Historical-Cultural Theory and Developmental Didactics, guided by the dialectical perspective of the singular– particular–universal and by the historical-dialectical materialist method. The general objective is to identify and analyze the concepts of obutchénie [collective learning], utchénie [individual learning], and lichnost’ [personality] in their historical and logical connections, unfolding into the following specific objectives: to systematize the production of O. K. Dusavytskyi and establish its chronology; to identify the use of subsidiary terms in his original works and translations; to analyze the concepts based on selected documentary excerpts; and to examine possible conceptual changes throughout his intellectual trajectory. Methodologically, this study is characterized as theoretical documentary research, grounded in structural and developmental analysis (Veresov, 1999) and in the logical-historical approach (Kopnin, 1978), taking as its corpus original works in Russian and Ukrainian, as well as their respective translations. The results make it possible to delimit the logical-historical process of constitution of the concepts of obutchénie, utchénie, and lichnost’ in Dusavytskyi work (1978, 1985, 1989, 1996, 2016), contributing to a deeper theoretical understanding of collective and individual learning and to the contemporary epistemological debate in the field of Developmental Didactics.