A CONSTRUÇÃO DO PENSAMENTO NAS TEORIAS DO DESENVOLVIMENTO PSICOLÓGICO

Abstract

The title “The construction of thought in theories of psychological development” calls attention to a study of theories that deal with the theme of the development of thought from a psychological point of view. This is a master's thesis from the Education course at the Federal University of Mato Grosso do Sul in the line of research on public policies and teacher training. This dissertation was dedicated to a bibliographic review of the theoretical discussions carried out by Vygotsky, Piaget and their contributors. Thus, we aim to present the main concepts of Historical-Cultural Theory and Genetic Epistemology to interpret how Vigotski and Piaget understand the construction of thought and briefly present the differences between the theories through a comparative analysis. In general, this research results in a contribution to the theoretical foundation on the construction of thought, contributing to the knowledge that for Vygotsky the potential for developing children's thinking is directly related to the organization and mediation of the teacher's pedagogical activity for the solving tasks and problems, providing leaps in the development of thinking. For Piaget, the potential for developing children's thinking is not directly related to the mediation of the teacher's activity. The role of the teacher is related to the creation of favorable situations for the cognitive protagonism of the students, since the child will spontaneously build knowledge in the practical activity, unbalancing and balancing their sensorimotor movements, in order to add and synthesize the learning and develop your thinking through fixed and gradual stages. Piaget considers, therefore, the process of development of the child's thought and language from a perspective of individual construction for the social, in a way that language is an accessory in intellectual development. Vygotsky, on the other hand, considers the process of development of thought and language from a social perspective to the individual, from the point of view of transformations, so that the acquisition of language is essential, since to reach more complex levels of thought it is necessary develop more complex levels of language.