O referencial teórico da psicologia histórico-cultural nas dissertações defendidas no Programa de Pós-Graduação em Educação da Universidade Estadual do Oeste do Paraná-Unioeste / campus Cascavel, no período entre 2007 a 2017
| Ano de defesa: | 2020 |
|---|---|
| Autor(a) principal: |
Lima, Sonia Ribeiro de
 |
| Orientador(a): |
Rossetto, Elisabeth
|
| Banca de defesa: |
Moreira, Laura Ceretta
,
Iacono, Jane Peruzo
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/4831 |
Resumo: | The research aimed to investigate whether dissertations that use the theoretical framework of Historical-Cultural Psychology - defended in the period from 2007 to 2017 in the Graduate Education Program/PPGE of the State University of Western Paraná/UNIOESTE campus of Cascavel, Paraná - articulate and/or dialogue with the ideas of Lev Semionovitch Vigotski, considering the historical and cultural context of the 1920s and 1930s. It is a bibliographic and documentary research. Therefore, we carried out a survey of all the dissertations registered in the referred Program, in the years 2007 to 2017. Two hundred and forty-five (245) dissertations were defended, which we read from the summary, the introductory part and observed the references used. Of these 245 dissertations, twenty-four (24) use the assumptions of Vigotski and/or a Historical-Cultural Psychology, which were read in full. The results show a predominance of research focused on the theme of Special Education, once that, of the twenty-four (24) dissertations, seventeen (17) - (70.83%) - cover this theme, while the other seven (7) - (29.17%) - address other topics in the area of Education. Of the twenty-four (24) dissertations, we concluded that fifteen (15) - (62.50%) - establish articulation and/or a dialogue with Vigotski's Historical-Cultural Psychology, four (4) - (16.67%) - used this theory to explain a certain concept present in their dissertation, but without referring, for example, to the Marxist basis of this theory and to the historical and cultural context experienced by the author. Such aspects preclude us from claiming that a dialogue was established with Vigotskian assumptions. Five (5) dissertations - (20.83%) - demonstrated not to articulate with the ideas and thoughts of the Russian author |