Contributo da perspectiva sociocultural de Vygotsky no processo de ensino aprendizagem: "um estudo junto dos Professores da escola primária nº 432 Cacola - Jamba”.

Abstract

Interaction and mediation in action situations, that is, human action situations, lead humans to develop more cognition than anthropoid animals, which can be adequately explained by physiology (Cole & Scribner, 1996). Therefore, the contribution of Vygotsky's sociocultural perspective to the teaching-learning process is the focus of this study, "A study with Kakik teachers - Primary School No. 432 in Yamba". The research problem is as follows: What is the contribution of Vygotsky's socio-cultural perspective to the teaching-learning process in School No. 432? The research topic is the contribution of Vygotsky's sociocultural perspective to the teaching-learning process. General objective: To describe the contribution of Vygotsky's socio-cultural perspective to the teaching-learning process. And the special objectives are defined as: 1 - to analyze the impact of Vygotsky's socio-cultural perspective on the learning process of teachers and Cacola Primary School No. 432; 2 - to elaborate Vygotsky's socio-cultural perspective on the learning process; 3 - to evaluate the degree of teachers' knowledge of Vygotsky's perspective on the learning process; 4 - to present, analyze, interpret and discuss the data obtained with the instrument used. The field of action is included in the field of Educational Psychology. The project is a quantitative descriptive project and the instrument is a questionnaire. The population consists of 34 teachers, 17 teachers were selected from the population using a non-probability random sampling technique. The following research methods were used: theoretical methods (Logical History and Synthetic Analysis), empirical methods (Questionnaire and Statistics). The results obtained showed that the theoretical and practical parts allow us to understand that Vygotsky's theory seems to be revolutionary in face of our reality, but it seeks the best that man has: his creativity, his autonomy, his status as an active subject and not as an object to be molded.