Elaine Sampaio Araújo

O jogo como atividade: contribuições da teoria histórico-cultural

In this article, we analyze the role-playing, its influence on the children development and its relationship with the organization of teaching in the childhood. Based on Historico-Cultural theory, we assume a historical conception in which the development of the psychic is determined by mediated social-cultural relationships. From this view, the role-playing is understood as an activity in which we rebuild social relations and in this process we form new psychic functions. In this way, the role-playing game emerges as a peculiar and specific human activity, in which children appropriate human social experience and develop themselves as a personality. During the teaching organization, the early childhood teacher should not only use role-playing as a tool, but also as a goal in order to reveal human relationships present in playing so that children can appropriate them.

LA SICOLOGÍA HISTORICO-CULTURAL EN LA FORMACIÓN DEL PROFESIONAL DOCENTE

This paper aims at discussing the theoretical-methodological fundaments of the historic-cultural psychology and its contributions to the development of the professional of education. The starting point is a research project carried out at a Municipal Centre for Chile Education in the town of Uberaba –MG. In the same way as we understand it and put in into practice, teacher training is a process which happens in the unity which is constituted by theory and practice, from which some conjectures occur. 1) direct teacher participation in his/her development process; 2) research approach wich puts the teacher as a collaborator; 3) the school as a locus of the teacher development an 4) collective activities as mediators of development. We highlight also that man’s transformations in the school environment represent reorganization of the teaching system and of the discursive practices associated to him.