A prática pedagógica de base histórico-cultural nos anos iniciais do ensino fundamental: um olhar para as pesquisas

Abstract

The present work of conclusion of an undergraduate course in pedagogy, affiliated to the matrix project: Human development and education in the historical-cultural perspective, coordinated by the advisor, and to the Vygotsky School Study and Research Group, more specifically in the line of research: Vygotsky's School and school education, is the result of an investigative effort, within the scope of scientific initiation, around pedagogical practice as an object of pedagogical science. In the specificity of this study, the object is to identify studies on pedagogical practice within the scope of historical-cultural theory and within the scope of the initial years of elementary school, having the State of Santa Catarina as a geographical cut. The achievement of this objective took place within the scope of an initial research, of bibliographic and exploratory character, inspired and based on the epistemological assumptions of historical-dialectical materialism, the reference matrix of the historical- cultural theory of human development. The work sought research recorded in dissertations and theses within the scope of the Brazilian Digital Library of Theses and Dissertations (BDTD) - IBICT, which were concerned with reflecting the pedagogical practice that make up the curriculum at this stage of education, assuming the territory of Santa Catarina as a geographical space and the last ten years as a time frame, that is, between 2013 and 2023. The data found allow us to infer about a lack of research on the historical-cultural pedagogical practice in the early years of elementary school in the Santa Catarina context. This signals a controversy, since the Curricular Proposal of this State has been guided by the Vygotskian theoretical perspective since its origin, in the 1990s. On the other hand, the findings also indicate the possibilities of pedagogical organization of educational practice with the early years of elementary school based on this theoretical basis. In (in)conclusive terms, we identify the need for further investigations on the subject, as the problem needs further investigation.