Resumo

MAREGA, Ágatha Marine Pontes  e  SFORNI, Marta Sueli de Faria. CHILD DEVELOPMENT PROCESS: CRISES, RUPTURE AND TRANSITIONS. Práx. Educ. [online]. 2020, vol.16, n.42, pp.406-422.  Epub 16-Maio-2024. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v16i42.6293.

Abstract: Although human development process is normally thought to be progressive and harmonious, authors based on the Historical and Culture Theory, such as Vygotsky, Leontiev and Elkonin, show that child development is a dialectical process in which transitions occur in a revolutionary manner (age with crises and stable ages). Development is thus evidenced in moments of transition, with the occurrence of qualitative leaps, ruptures, crises, which frequently are understood ambiguously as negative symptoms. Education, whose aim is the promotion of development, should know how the process works. Current paper is the result of a bibliographical research to understand transition moments so that one may act pedagogically during crises so that the latter may be favorable and not restricting to development. Results shows that the rational conduction of the transition process within the school needs an organized and assisted pedagogical intervention by the adults involved (teachers, pedagogues and parents).

Palavras-chave : human development; Historical and Cultural Theory; pedagogical intervention..

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