IMPLICAÇÕES DA PSICOLOGIA HISTÓRICO-CULTURAL DE VIGOTSKI NA FORMAÇÃO DE PROFESSORES ALFABETIZADORES

Abstract

This work analyzes the understanding of the theoretical foundations of vigtskian psychology as used in the classroom by egresses teachers of the Program for the Formation of Alphabetization Teachers (PROFA), specifically on the importance of social interaction and the mediation process in the construction of learning and development in the literacy process within the municipality of Imperatriz, Maranhão. The research had as its starting point a study of bibliographical references on the theory vigotskian psychology, in regards to the individual s development and learning, emphasizing the mediation and work within the proximal development zone, as fundamental processes in the construction of the superior psychological functions of the individuals in the knowledge construction process. With the intention of analyzing these practices in the light of the theory at hand, we opted for an empirical research, where an analysis of the collections and programs of videos that integrate the didactic material of PROFA took place, and through the observation of the educational practice and interviews with the participating teachers and egresses of the program, which allowed the verification of the superficiality and even inexistency of the principles of the vigotskian psychology, in the program s theoretical foundations. A semistructured interview was used as the instrument for the collection of data. Through the fore mentioned research, the fragility of the teachers' formation program in regards to the constructivist and/or partner-integrationist perspective was verified, as well as in the process and in PROFA s results as implemented in the municipality of Imperatriz, rendering this consistent theoretical foundation useless for facilitating an effective change in the methodological practices on the part of the referred program s egresses teachers who were interviewed.