Revista Brasileira de Educação (Jan 2005)

A pesquisa sobre a atividade pedagógica: contribuições da teoria da atividade

  • Flávia da Silva Ferreira Asbahr

Journal volume & issue
no. 29
pp. 108 – 118

Abstract

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The purpose of this article is to present some of the contributions from the psychological theory of activity(Vigotski, Leontiev, Luria, Davidovamongst others) to research on teaching activity. The focus of these authors, especially Leontiev and Davidov, is the study of human activityas the central unit of the concrete individual’s life, and its link with consciousness. According to the authors, in a class society, human consciousness becomes fragmented and disintegrates; social significance and personal meanings, structuralcomponents of consciousness, are notjust coincidences but becomecontradictory. Based on thesereflections, we asked what would bethe consequences of the rupturebetween meanings and senses inpedagogical activity and what wouldbe the possibilities of coincidencebetween these two dimensions ofhuman consciousness in pedagogicalwork. To answer these questions, wesought, first of all, to delimit themeaning of the teacher’s pedagogicalactivity, focusing on the propositions ofhistorical cultural psychology andcritical historical pedagogy. This wasa necessary condition in order to beable to research the personal meaningof the teacher’s pedagogical activity,or what motivates teaching activity. Wethen briefly analysed the implicationsof the rupture between the significanceand personal meaning of pedagogicalactivity. Finally, we pointed to somepossibilities for resistance to thisrupture at the theoretical level.