Periodização do desenvolvimento humano: atividade de estudo e sua contribuição para o ensino fundamental de nove anos

• Ano de defesa: 2014
• Autor(a) principal: Faria, Káriliny Teixeira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Departamento de Psicologia; Programa de Pós-Graduação em Psicologia; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Psicologia histórico-cultural; Periodização do desenvolvimento infantil; Atividade de estudo; Educação; Leis e legislação; Escolarização; Ensino fundamental de 9 anos; Periodização do desenvolvimento humano; Aprendizagem e desenvolvimento; Brasil.; Historical-cultural psychology; Periodization; Study activity; Schooling; Elementary School of nine years; Brazil.; Ciências Humanas; Psicologia
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/3074

This current study is about the periodization of psychic human development, specifically about the school internship and its main activity, the study. This research is based on the studies of Historical-Cultural Psychology, as primary source, we have used Vigotski, Leontiev, Elkonin, Davidov, among other authors who have written about this topic. The aim of this study was to analise the way the process of periodization of psychic human development in the school internship occurs, as well as its main activity, after the several historical changes that have happened since it has been established, seeking to relate the theoretical knoledge about that, to the new organization of the Elementary School in Brazil. To achieve this aim, we have carried out a bibliographical research about this topic and also a field research (observation and interview with teachers). At first, we addressed three basic questions in the bibliographical research: 1- the fact that the education is organized differently in a capitalist society, favouring one social class at the expense of the others; 2- the data concerning the legislation which corresponds to the Elementary Education of nine years and its specifications in the legisltaion of the Paraná state; and 3- the possiblities of having not only a qualitatively better education, but also one that promotes the human development, free of discrimination on the grounds of social classes. After that, we have performed a theoretical recovery of the periodization of the human develoment, and throughout the text we have focused on the School Period. The field reserarch has been done in two institutions, a public school and a private one. Students and teachers have also taken part in this stage. It happened in two phases: first we have observed two classes in the first year of elementary school (one from each institution) and we have also made an interview with their teachers. In the following year we made other observations in the same classes, which were then in the second year, and we also made an interview with the teachers responsible for these groups. During the field research was possible to identify a wealth of results which were relevant to our discussion, and for this reason we have established four main categories: 1- Structure and organization of education; 2- Teaching priorities; 3- Knowledge about human development; and 4- Good teaching combined with child development - study activity . The results have shown us that there are huge differences between the public education and the private one. Besides that, it was clear that the teachers' knowledge concerning children's development interferes in the way they work. It was also possible to visualize the school organization and the way the new organization of the Elementary School has been implemented in practice. Some of our main conclusions was that the teachers don't know much about the aims of the first years of this new organization of education, as well as the human development, specially concerning the age in which the students finish Nursery Education and start Elementary Education. On this basis, we consider to be of paramount importance that the professionals who work in education gain more knowledge about the new organization of the education in the country, as well as about the human development, considering the fact that this person forms and is formed by means of the relationships he establishes in his social context. In this way, we believe that it is possible to form the foundations for the Brazilian education, so that it can ensure that everyone has access to quality education, which will make the students to be taught on the basis of the highest standards of scientific knowledge. It will allow a qualitatively higher development of their potentials, which will only be possible with humanizing education, and not one restricted to a most favoured social class.