Abstract

PINTO, Glaucia Uliana. The development of concepts, meaning-making processes, and higher psychological functions. Educ. Puc. [online]. 2017, vol.22, n.1, pp.37-50. ISSN 2318-0870.  https://doi.org/10.24220/P1519-3993-2017220100003.

Based on the writings of Bakhtin and Vygotsky that the understanding of language is part of the human development through the production of meanings, this article weaves arguments that reinforce the idea that subjects thrive through verbal interactions and the progressive appropriation of meanings produced by themselves, particularly highlighting the role of schooling in these processes. In this sense, we discuss situations of a post-doctoral research involving the researcher’s work with an illiterate fifth-grader who also presented speech problems. The work was developed during after-school hours in a full-time school. Based on a microgenetic approach, the focus of the analysis was to discuss how the student, once he dominated the school knowledge shared with him by the researcher, developed concepts and dominated knowledge that should have been offered by the school, through school education, as a deliberate teaching of systematized knowledge mediated by scientific concepts. Based on the understanding that learning is inextricably tied to (good) teaching, the article seeks to show that the teacher’s educational goals stimulate the learning processes. Moreover, it highlights how these processes emerge in dialogues with the student by sharing knowledge and word meanings.

Keywords : School learning; Development of knowledge; Higher psychological functions; Verbal interactions..

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