O ensino médio como tempo de desenvolvimento humano: as adolescências-jovens à luz da Teoria Histórico-Cultural

Abstract

This dissertation, entitled "High School as a Period of Human Development: Adolescence and Youth in Light of Historical-Cultural Theory," emerges from the following research problem: How does Historical-Cultural Theory enable us to think about and propose a pedagogical organization aimed at adolescents and young people in High School, understanding this educational level as a spatiotemporal context of human development? It aims to analyze adolescence and youth in the context of High School, from the perspective of Historical-Cultural Theory (THC). This approach considers the aforementioned period of human development also as a social and cultural construction, emphasizing the opportunities for improvement provided by the spatiotemporal context of this educational level for individual and collective development throughout the life trajectory of each unique student. The research identifies the contributions of THC to the pedagogical organization of secondary education, interpreting it as a time conducive to the full development of human potential. It is grounded in the philosophy and epistemology of Historical-Dialectical Materialism (HDM), which underlies THC, and draws on foundational authors such as Vygotsky, Luria, Leontiev, Engels, and Marx, as well as contemporary studies by Facci, Gadotti, Ozella, Arroyo, Anjos, Duarte, Pino, Novaes, Vannuchi, Dayrell, Carrano, and others. The dissertation addresses the development of the human psyche during adolescence and youth, with the guiding study-work activity as a fundamental element of mediating the relationship between the individual and society in this period and, in this sense, pursues a reflection that dialogues with the foundations of THC in educational actions intended for human development understood as the appropriation of human objectifications present in culture as an essential movement for conscious and self-regulated subjectivity; in the Vygotskian sense of these expressions. This leads to the convergence of THC and Historical-Critical Pedagogy as a means of organizing pedagogical practices aimed at human development, understood as the progression of theoretical-conceptual thought within secondary education, based on a curricular organization grounded in the dialectical unity of philosophy, science, and art. In these terms, the emphasis in the teaching and learning process falls on methodological approaches grounded in the Historical-Dialectical Materialist method of knowledge, which takes social practice as the starting and ending point for the development of analytical, theoretical-conceptual thought. It is concluded that the implementation of a pedagogy based on THC, supported by historically produced knowledge, is viable and enhances an educational practice aimed at the integral development of the student in terms of a cognitive, affective, and volitional development, as well as a humanizing formation.