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vol.30 número1Ética e educação: uma revisão da literatura educacional de 1990 a 2003A cultura escolar como categoria de análise e como campo de investigação na história da educação brasileira índice de autoresíndice de assuntospesquisa de artigos
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Educação e Pesquisa

versão impressa ISSN 1517-9702versão On-line ISSN 1678-4634

Resumo

FREITAS, Maria Teresa de Assunção. Vygotsky's thought in the ANPEd meetings (1998 - 2003). Educ. Pesqui. [online]. 2004, vol.30, n.1, pp.109-138. ISSN 1517-9702.  http://dx.doi.org/10.1590/S1517-97022004000100007.

This article analyzes the works based on Vygotsky's thought presented at the annual ANPEd (National Association for Graduate Studies and Research in Education) meetings from 1998 to 2003, aiming at an understanding of how that theoretical framework is being incorporated by the authors that participate in those events. The text is organized into three parts. Firstly it describes the research process followed here. It then introduces and discusses the quantitative data extracted from the material analyzed, which is presented in the attached tables. The last part is a qualitative analysis that shows which bibliographical references are the most frequently used sources, which themes and concepts from the Vygotskyan approach predominate in the works investigated, and the incorporation of the theory revealed by the texts. In this last part some of the works are highlighted, which seem to offer a more valuable contribution to the construction of the knowledge in this field, advancing the theory and expanding on Vygotsky's original concepts. The article is concluded with some thoughts on the current incorporation of Vygotsky's thought, as revealed in the works analyzed here, contrasting it with the author's doctoral thesis written twelve years ago, where she dealt with the same issue and focused on the arrival in Brazil of authors of the historical-cultural approach, the beginning of the diffusion of their ideas and the initial efforts to incorporate their concepts. Finally, some implications are raised of the present work to Brazilian educators and to readers of Vygotsky.

Palavras-chave : Vygotsky; Education; Current incorporation.

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