Apropriação de Vigotski nas políticas para a educação infantil: uma crítica ancorada na ontologia marxiana

• Ano de defesa: 2019
• Autor(a) principal: Lima, Fátima Maria de Holanda
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação Infantil; Ontologia Marxismo/lukacsiana; Vigotski
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/39763

In the light of the Marxian/Lukacsian ontology, the present thesis investigated the appropriation of the Vygotskian theory by educational policies regarding Early Childhood Education, analyzing the possible articulations between these documents and the ideology of capital. Intends to collaborate with the denunciation of the misappropriation of the work of this russian psychologist by brazilian educational policies and corroborate with the recovery of the Marxian base of his work, emphasizing that the work of Vygotsky is anchored in the systematization of a psychology centered on the defense of scholar education as a fundamental locus for the humanization of man. We support the Marxian ontology by understanding it as a theoretical-methodological tool capable of apprehending the object beyond the analyzes permeated by the sphere of everyday life, that is distanced from the revolutionary historical horizon. For this, we use a theoretical-bibliographic and documentary study of the contributions of Lukács, supported in Marx, about the process of social reproduction. We also resorted to a documentary research, highlighting how the policies for early childhood education were shaped throughout the history of education in Brazil. We mapped the Vygotskian categories that appear in the set of documents indicated by the educational policies directed towards early childhood education and confronted them with the Vygotskyan construct, considering the critics realized to the mischief operated in the work of Vygotsky and denounced by authors like Arce (2002; 2012; 2013 ) Carmo (2008, 2010, 2013), Duarte (2003; 2011), Facci (2004), Martins, ST (2010), Martins, L. M. (2013), Tuleski (2001), among others. Its relevance lies in the possibility of contributing to a critical vision in tune with the perspective of Marxism, which is therefore contrary to the capital educational project. As a conclusion, we dare to defend, in the trail of Marx, Vygotsky and the other authors mentioned above, the role of the school, the teaching and the teacher as fundamental to the process of full development of man.