A periodização do desenvolvimento e a teoria da atividade de estudo de D. B. Elkonin: uma análise à luz da teoria da subjetividade

• Ano de defesa: 2020
• Autor(a) principal: Lopes, Ewellyne Suely de Lima
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: D. B. Elkonin; Periodização do desenvolvimento psíquico; Teoria da atividade de estudo; Teoria da subjetividade; Periodization of mental development; Theory of learning activity; Theory of subjectivity; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; Elkonin, D. B. (Daniil Borisovich), 1904-1984; Subjetividade
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31277; http://doi.org/10.14393/ufu.te.2021.5503

The research presents an analysis of D. B. Elkonin’s contributions to historical-cultural psychology, specifically addressing his hypothesis about the periodization of mental development and his contributions to the theory of learning activity. González Rey’s theory of subjectivity is used as a lens for this analysis. The study is defined as a theoretical research, inspired by the principles of qualitative epistemology and the constructiveinterpretative method. Reviewing the Brazilian scientific literature made possible to identify the absence of in-depth studies on Elkonin’s work. Therefore, considering the relevance of his work regarding mental development and its relationship with learning, the general objective of this research was posed as: analyzing, in the light of subjectivity theory, the influence that his hypothesis on the periodization of mental development had on the theory of learning activity. As a result, it is concluded that Elkonin’s view on the concepts of subject and development is defined by social determinism, emphasis on assimilation and object activity, lack of attention to emotional processes and a fragmented understanding of mental processes. His studies on periodization and on the theory of learning activity are both affected by this understanding. Accordingly, the subject is characterized primarily as the performer of the activity and, mental development is considered as a process of personality formation, conceived as the highest psychological level, reached only in late adolescence and early adulthood. At this point, individuals are capable of self-control, regulating their activity and becoming part of the productive forces of society in an autonomous way. Hence, it is considered that the present research achieves its purpose of collaborating to fill gaps in the understanding of Elkonin’s work, opening up new possibilities for comprehending and advancing in the study about mental and subjective development.