Galperin: pedagogical implications of the theory of the stepwise formation of mental actions

This paper is a theoretical study on the analysis of the pedagogical implications of the theory of the stepwise formation of mental actions, proposed by Galperin. It discusses the use of cognitive tools as auxiliary resources to think and promote learning. Galperin criticizes the teaching models adopted by school and, as an alternative, he proposes the conceptual-formative model that preconizes learning through practice, not only by acting but also by understanding and then explaining why and how one acts in this or that way when faced with a certain problematic situation. The objective is to teach how to apply a scheme of conceptual references (hints) directed to the acquisition of a global method to analyze the content to be learned (basic unit). Learners must find a better way to combine all the characteristics of the action (orientation, execution, problem and context) at the same time, and make their decision about how to act to solve a problem.

Galperin; Thinking; Teaching method; Concept formation; Orienting base of an action; Teaching through the theory of stepwise formation of mental actions


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