Resumo

BITTENCOURT, Ivanise Gomes de Souza  e  FUMES, Neiza de Lourdes Frederico. EXPERIENCES IN VYGOTSKI: THEORETICALMETHODOLOGICAL CONTRIBUTIONS TO ANALYZE THE HISTORICAL-CULTURAL CONTEXT IN STUDIES WITH INDIVIDUALS. Educ. Teoria Prática [online]. 2021, vol.31, n.64, e48. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v31.n.64.s15018.

This article presents theoretical reflections from the contributions of Lev Semionovich Vygotski (Belarusian psychologist, 1896-1934) around the analytical unit of experience and its articulation with defectology, social situation of development, affectivity, and world conception. To this end, it will dwell on Vygotski’s writings, precisely: The tragedy of Hamlet, Prince of Denmark (1916); El defecto y la compensación (1924); Los problemas fundamentales de la defectología contemporánea (1929); Futuras vías de investigación: desarrollo de la personalidade del niño y de su concepción del mundo (1931); La crisis de los siete años (1933); The question of the medium in pedology (1934); La defectología y la teoría del desarrollo y la educación del niño anormal (1934). Before the lack of studies that consolidate the author’s notes in this context, this article sought to draw potential paths to future research, as well as to approach the premises of Vygotski’s method to analyze experiences in studies with individuals. The theoretical-methodological approach explained in this article opens new spaces for knowledge production in the context of the analysis of historical-cultural context in studies with individuals, besides strengthening this analytical method in qualitative research.

Palavras-chave : Experiences; Life narratives historical-cultural; Social development situation.

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