Introduction

The studies related to human development and the Education area, approached by ^{Arroyo (2014}; ²⁰⁰⁷), ^{Saviani (2013}), ^{Freire (2007}; ²⁰¹⁸), ^{Duarte (1996}; 2013), among many important Brazilian researchers, present a reflective context about the reality experienced and faced in the school environment. Such action leads to the search for the emancipation of the human person through education and, mainly, for the recognition of human differences, challenging the teacher to the continuous evaluation of his pedagogical work (^{Dainez, 2017}; Dainez; Smolka, 2014; ^{Skliar, 2006}; ^{Omote , 2004}; ^{Goffman, 1963}). According to ^{Mello (2010}, p. 728), “[...] the greatest difficulty for male and female teachers [...] is to master the meaning of the concepts used by the authors and the way they articulate them from the logic of analysis they use”. The reflection of the authors of this article about his pedagogical work, he led to the deepening of studies about Special Education in the school environment and of scientific research carried out within the scope of postgraduate studies in Education, to texts by Lev Semyonovich Vigotski.

Vigotski’s work presents the theoretical intellectual hard work regarding the emphasis on concepts such as: thought, conscience, generalization, mediation, compensation and language as essential for human development, in the search for humanization. In this scenario, ^{Dainez (2017}) points out the Historical-Cultural Theory as a reflective-founding agent in the face of the difficulties found in the context of Education in Brazil and, therefore, the need to deepen the studies in this theoretical aspect brought contact with the available scientific production. Among which, more recently, the work developed by the Núcleo de Tradução, Estudos e Interpretação⁴ of the representatives’ works of the Historical-Cultural Theory led by researchers Zóia Ribeiro Prestes, PhD and Elizabeth Tunes, PhD the first being linked to the Federal University Fluminense and the second to the Federal University of Brasília.

Of the translations carried out by the nucleus, we highlight the book Sete aulas de L.S.Vigotiski sobre os fundamentos da pedologia⁵ translated by ^{Prestes and Tunes, published by the publisher E-Papers in 2018} and the text available in the chapter format whose title is Um aula de L.S. Vigotski⁶ by Prestes e Estevam, which is part of the collection Pedagogia Histórico-Crítica, Educação e Revolução⁷ organized by ^{Orso, Malanchen and Castanha and published by Armazém do Ipê in 2017}. These translations originate from the book Lektsii po Pedologuii (Pedology classes), the result of a set of classes given by Vigotski, organized and published by the Russian publisher Izdatelskii Dom, from the University of Udmursk, in 2001, consisting of two parts (Prestes; Estevam, 2017).

With the translation and organization of ^{Prestes e Tunes (2018}), the first part is called Sete Aulas de L.S.Vigotiski sobre os Fundamentos da Pedologia. The second part, translated Prestes and Estevam (2017) as O Problema da Idade⁸, consisted of eight classes, some of which have already been published and others unpublished. Among the unpublished classes will be highlighted in this work the chapter Uma Aula de L.S.Vigotski⁹ resulting from the translation into Portuguese by Prestes and Estevam (2017) of the unpublished text / class O Pensamento do Escolar¹⁰, given by Vigotski on May 3, 1934, being transcribed by stenographers in the Russian language.

This option was chosen by the exposure and discussion of aspects of the social and historical nature of human consciousness for the constitution of meanings and senses of reality contained in the text / class O pensamento do escolar, as presented in the following excerpt by Vigotski in 1934 and translated into Portuguese by ^{Prestes and Estevam (2017}):

This is what it seems to me: conscience is always a reflection of the reality. This is the postulate outside which it is, in general, impossible to analyze consciousness in any science. However - so it seems to me - no one, besides the people who simplify all problems extremely, said that conscience always reflects reality in the same way. It always reflects reality, but not in a similar way. If consciousness reflected reality in the same way, it would be impossible to speak of the development of consciousness. Consciousness reflects reality not as a mirror image, but in multiple ways. At each stage of development, whether in the field of phylogenesis or in the field of ontogenesis, consciousness reflects reality in different ways (^{Prestes; Estevam, 2017}, p. 211).

When apprehending the text / class, questions were raised in an attempt to interpret how Vigotski approached the concepts of obschenie and conscience. Could the obschenie be interpreted as interaction among subjects? Would the consciousness be the understanding of reality in this perspective of the subject? Is the consciousness the individual’s understanding of reality by the subject arising from his interaction with the social environment and history, between the different realities and forms of mediation?

In this sense, the objective was to reflect about the concept of conscience and obschenie in the text / class O pensamento do escolar given by Vigotski in 1934 and translated into Portuguese by ^{Prestes and Estevam (2017}).

Method

With the objective of interpreting the text / class O pensamento do escolar was chosen for documentary analysis, due to the need to answer the questions raised by reading the text / class in the search for understanding the Historical-Cultural Theory. According to ^{Lüdke and André (1986}, p. 38), “[...] documentary analysis seeks to identify factual information in documents based on questions or hypotheses of interest”. However, for the research to be carried out it is necessary to obtain the source document. Lüdke and André explain what kind of text is considered to be a source document, these being: “[...] the written materials such as laws, regulations, standards, opinions, letters, memos, personal diaries, autobiographies, newspapers, magazines, speeches, scripts, statistics and school files “(Lüdke; André, 1986, p. 38).

The text / class O Pensamento do Escolar is the result of a lecture given by Vigotski on May 3, 1934 at the Technical School of Pedagogy Nekrassov, which was transcribed by stenographers and disseminated to the scientific community in the form of a text in Russian by Izdatelskii Dom, in 2001. This was later translated in Brazil into Portuguese by Prestes and Estevam and published in chapter format with the title Uma Aula by LS Vigotski, in the collection Pedagogia Histórico-Crítica, Educação e Revolução¹¹ organized by ^{Orso, Malanchen e Castanha, by Armazém do Ipê publisher in 2017}.

By offering contextualized information from Vigotski’s thought about Historical-Cultural Theory and some of the concepts that support it in a speech, in the context of a conference given to teachers shortly before his death and for its originality in Brazil, the text / class aroused interest for analysis. The origin of the text / class was also considered for analysis, as it is a text from a conference, this being an oral text, in which Vigotski brings the complexity of the concepts of Historical-Cultural Theory to the scene of teachers in training. This action, according to ^{Mello (2010}, p. 728), “[...] presents the concepts in the complexity of their interrelations, in a way that is accessible to readers who begin to understand the historical-cultural approach [...]”.

The search procedure for the text / class took place through the study activities of the Grupo de Pesquisa em Inclusão Social - GEPIS¹², in 2017, at the Faculty of Philosophy and Sciences - UNESP, campus Marília / SP. This text was presented by the leader of the research group as unpublished and little used in academia, due to its recent translation and publication. So much so, that few researchers had access, at that time, to the collection that presented the text / class.

The first reading and discussion of the text / class took place in the context of the research group’s activities. Afterwards, with the deepening of the reading of the text, it was recovered from the archives of the research group and reunited with the other texts that constitute the Sete aulas de L. S. Vigotski sobre os fundamentos da pedologia of ^{Prestes and Tunes (2018}). Successive readings were carried out in order to list the concepts treated in the text and, then, the search for interpreting such concepts in association with the other works that constitute the Historical-Cultural Theory founded by Vigotski.

The text / class O Pensamento do Escolar was learned through the analysis of textual configuration, an analysis procedure systematized by ^{Mortatti (2000}) and used by the author in investigations and research in the area of ​​History of Education, Brazilian literature and didactics in Education. Mortatti (2000) argues that the analysis of the textual configuration consists of focusing on the different aspects that make up the meaning of a text. Thus, the procedure consists of a set of characteristic aspects, which are:

[...] the thematic options - content (what?), formal structural (how?), designed by a certain subject (who?), presents himself as the author of a discourse produced from a certain point of view and social place (from where?), in a historical moment (when?), moved by certain needs (why?), with purpose (for what?), aiming at a certain effect (for whom?) and achieved in a certain type of circulation, use and repercussion (^{Mortatti, 2000}, p. 15).

The analysis procedure provides an investigative work regarding the non-existence of pure discourses, and it is necessary to understand the meaning of the lived experience, configured in the dialogue produced by the author, which refer to the conceptions of this and its representation of reality, lived in that determined time period (^{Charaudeau, 2012}; ^{Mortatti, 2000}). Also, the appropriation of this discourse in contemporary times, as well as the reason why the discourse that was presented in each period, remained (^{Maingueneau, 2015}). Other aspects are the succession of events, why these versions of reality were preserved in time and reported at that time, as well as the attributed differences, culminating in the interpretation of the discourse (Mortatti, 2000; Maingueneau, 2015).

The text / class deals with an unprecedented publication in Vigotski’s work presented at the Escola Técnica Pedagógica de Nekrassov, a month before his death, for teachers from all parts of the Soviet Union. As well as, it presents the synthesis of the concepts elaborated by the author throughout his work, with emphasis on the development of human consciousness and thought.

Text/Class Analysis: O Pensamento do Escolar

The Context of Translation

Regarding the context in which the translation of the analyzed text / class took place, the Russian origin of one of the translators is considered, as well as the primary objective of covering the Vigotski’s works in a translation that considers the discourse of authorship, with respect to the text structure and ethics, as emphasized by ^{Prestes (2012}, p. 11): “[...] the translation activity, I understand it as a process of creation in which the translator is a servant of the author’s truth and support for his alterity “.

Even though the authors were concerned about the reliability of the information that constitutes the text / class and the aspect of one of the authors having Russian nationality and mastery of the country language, it was possible to detect the bias of their representations, as well as the content translation. However, the need to disseminate the analysis of the concepts presented by Vigotski, through a translation committed to the meaning of the text and its authorship, based on the multiple meanings of the Russian language, as well as the theory addressed, provided access to this material and understanding of its constitution.

According to ^{Duarte (1996}), the reception of Vigotski’s thought is an important issue, since the question of translation directly interferes with the understanding of the theory constituted by the author. Furthermore, in Brazil, the Vigotski’s thought is known among educators, being read and studied by a wide range of education professionals. Duarte (1996) criticizes publications that distort Vigotski’s thinking, presenting them as promoters of his school. However, when analyzing these publications, it is possible to perceive the fragility of the arguments and the theoretical framework, as the main works by Vigotski are not addressed, considered fundamental documents for the constitution of the Historical-Cultural Theory.

When ^{Prestes and Estevam (2017}) justify carrying out the work of translating the text / lesson, it is due to the novelty that they emphasize the need for translation. The possibility of the first translation of the text / class originating from the synthesis action carried out by ^{Vigotski, in addition to the Russian publication carried out in 2001}, allowed access to and promoted greater appropriation of his concepts by all professors and researchers, in addition to promoting new research in the field of human development and conceptual thinking.

Summary of Concepts Presented in the Last Class

The text / class was a synthesis of the concepts of Historical-Cultural Theory in relation to the reflection about the conceptual thought considered by Vigotski and still little explored, mainly, regarding the concepts of consciousness, generalization and obschenie.

The question of generalization was exposed about the emphasis, that “[...] the human becomes human in the relationship with the other and in this relationship learns to dominate the cultural instruments created historically by human society” (^{Prestes; Estevam, 2017}, p 208). For Vigotski to dominate is to be aware, as this is a reflection of reality, but in a different way in time and, therefore, it is developed (Prestes; Estevam, 2017).

The author explains the awareness of his own higher psychological functions, stating that this is a voluntary act, since development does not begin with thought. The relatively complex development of the perception of memory, attention and other simpler and elementary functions is a prerequisite for originating thought. Thus, consciousness reflects reality in multiple ways and there is a dialectical leap in the transition from sensation to thought.

Perception is a complex process that involves probability, analysis and synthesis of the aspects captured by the sensory pathway, which has the attention and memory support. In addition, it depends on historical human practices, categories of objects, designation of phenomena and activities linked to practical life (^{Luria, 2013}). Perception becomes linked to the constitution of consciousness, since it is responsible for the attribution of sense and meaning to the impressions arising from the sensory route (^{Martins, 2013}).

The memory does not constitute a simple maturation, but a cultural transformation / metamorphosis, which the strategies and techniques, mediated by the signs, contribute to the fixation of the experience in the memory, that developed during the cultural development (^{Vigotski, 2001}; Vigotski; Luria, 1996). Memory evokes images of what has been learned in the past, phylo and ontogenetically (^{Martins, 2013}).

Attention contributes to the organization of behavior, according to Vigotski and Luria (1996, p. 197), “[...] attention becomes a real function only when the child himself masters the resources to create additional stimuli that focus their attention on each component of a situation and eliminate everything else that is in the background”. Attention is organized into two premises: its social nature and its development, with regard to the structure of the activity (^{Martins, 2013}).

About language and thought, ^{Vigotski (2001}) and Vigotski and Luria (1996) theorized that both are inseparable. Initially, language expresses the content of thought. As development progresses, in adulthood and with cultural internalization, the subject becomes able to formulate, within the scope of thought, his actions in an activity and, later, verbalize it (^{Vigotski; Luria, 1996}). Language is a system of signs that contributes to the interaction between men, and thought consists of the establishment of mental connections and data from reality, which were learned through sensory pathway and perception and designated by signs imbricated by language (^{Martins, 2013}).

Vigotski tries throughout the text / class to clarify that the conscience in the human being stems from the social and historical nature because, in the author’s words, “[...] this is not the result of human development, but a product of the historical development of society human, which appears, grows and changes in the people generalization”(^{Prestes; Estevam, 2017}, p.212).

In the ^{Luria’s word (2013}, p. 25),

[the] human conscience, therefore, ceases to be an ‘intrinsic quality of the human spirit’, with no history and inaccessible to causal analysis. We begin to understand it as the highest form of reflection of the reality created by socio-historical development: a system of agents that exists objectively produces human consciousness, and historical analysis makes it accessible. [...]. When learning complex activities with objects, correcting their own behavior through social relationships and acquiring complex linguistic systems, children are invariably led to develop new motivations, create new forms of conscious activity and propose new problems (^{Lúria, 2013}, p. 25).

Also, it was carefully exposed by Vigotski that awareness and generalization are the result of work from childhood development and in the school environment. Vigotski exemplifies several situations in the school routine in which the concepts presented can be used and, thus, provide the child with a cohesive educational process with multiple meanings, which favor the acquisition of knowledge and higher psychological functions (^{Smolka, 2009}).

The study of the aforementioned concepts led to some questions regarding the historical context and the moment of conception of the text / class to the aspects that constitute the author’s discourse, thus suggesting: Why does Vigotski speak in pedology? Why do you explain the specifics of this study by differentiating it from other sciences? Why child development?

The word pedology, in the translation by ^{Prestes and Tunes (2018}), means science of the child, a concept that for the authors has not been sufficiently expressed, in order to make this object clear about what is actually studied in pedology. One hypothesis would be the event of Vygotsky’s death, not giving him enough time to discuss this issue as the author would have liked to theorize.

However, what ^{Prestes and Tunes (2018}) emphasize regarding pedology consists in the fact that this science adheres to the child’s development, but that in a way, Pedagogy and Psychology carry out this study. According to the authors, the key to this issue is the word development. In the words of the authors:

Like any other process, it is historical, that is, it runs through time; it begins, it has determined temporal stages of its development and it ends. However, it is not organized in time that - if it is possible to say so - its rhythm coincides with the rhythm of time; it is not organized in such a way that, in each chronological time interval, the child travels a certain stretch in its development (^{Prestes; Tunes, 2018}, p. 18).

This may be one of the obstacles to be overcome by education, including Brazilian. The fact that the school-age child turns one year in a given grade does not mean that he/she has developed. Reflecting Vigotski’s theorizations, from the translation, it was argued that the pace of development “[...] does not coincide with the chronological counting of time [...]” (^{Prestes; Tunes, 2018}, p. 18). In that sense, wouldn’t it be bold to say that this thought could be generalized to all extensions of school life? Therefore, the months and years of development will be subordinated to the time and place where the child is located historically and culturally.

For this reason, in his last class, Vigotski talks about the child’s content thinking about the historical time and place and, according to his speech, it would be in this scope the space where the neo transformations would appear, that is, the development process. Thus, it would appear a , “[…] pedological age, that is, the level of development that the child really reached, in addition to his age according to the birth certificate [...] “(^{Prestes; Tunes, 2018}, p. 20).

Therefore, this is perhaps one of the obstacles witnessed in the Brazilian school, in which students do not develop according to theoretical principles, such as those presented by Vigotski, but because of the chronological age that appears on their birth certificate. Thus, an impasse in the understanding of the child’s development is created in the midst of collective pedagogical actions. In this scenario, it is worth reflecting: How to understand the child’s development, in this theoretical perspective, if the basis of the present is based on other principles?

In his class Vigotski explains the importance of the neo transformations, which result from dissolutions that occurred between the child, his personality, reality and the environment. For the author, these elements make up the structure of consciousness (^{Prestes; Estevam, 2017}; ^{Tanamachi, 2010}). In addition, it expresses its concern with the schoolchildren, that is, the child who is in this stage.

Such aspects may allow the inference that the child is an educational reason and focus in Vigotski’s studies, as he/she is starting his historical and social life (^{Mello, 2010}). He/she will be at the beginning of a long process of development, with a view to internalizing and appropriating elements, tools and signs created by man throughout history (^{Tanamachi, 2010}; Mello, 2010). In addition, he/she will be subordinated to the elements of its culture. Given the above, it is worth rescuing the theories of ^{Prestes and Estevam (2017}), who claim, based on reflections on Vigotski’s concepts

[...] that the human is humanized in the relationship with the other and in that relationship knows and learns to master the cultural instruments created historically by human society. To dominate is to be aware. And conscience, for Vigotski, is to reflect reality (^{Prestes; Estevam, 2017}, p. 208).

In order to achieve this development, the child needs to access the concepts and move from the empirical apprehension of cultural objects to the abstract ones, in a mediated way (^{Tanamachi, 2010}). For this reason, higher psychological functions will be decisive (^{Martins, 2013}) because, through them, human beings become able to analyze, generalize and encode their experiences, in addition to interacting with the environment (^{Luria, 2013}). The sensory pathway with the support of attention will help the child to access the object. In the context of perception, the child with the aid of memory will seek meaning and, through language and thought - these founding elements - will apprehend the object in an abstract way (^{Prestes; Estevam, 2017}). Therefore, “[...] the concept may still contain concrete and abstract moments, however, not every concept will be abstract with total distance from reality, but rather a return to it [...]” (Prestes; Estevam, 2017, p. 214).

^{Martins (2013}) also presents a synthesis in this regard. According to the author:

[...] the overcoming of empirical thinking, subjugated to the immediate sensory capture of the object, towards thinking through concepts, whose internal logic demands an indirect relationship, that is, abstract and mediated, with the object captured by sensory pathway. In the same way, only this dissolution will make self-control of conduct possible (^{Martins, 2013}, p. 128).

Perception is a complex process that involves probability, analysis and synthesis of the aspects captured by sensory pathway, which has the support of attention and memory. In addition, it depends on historical human practices, categories of objects, designation of phenomena and activities linked to practical life (^{Luria, 2013}).

In the text / class O Pensamento do Escolar, Vigotski points out two concepts that he considers fundamental to the structure of consciousness, generalization and obschenie. For him “[...] all the meaning of the word child is a generalization and a single generalization, that is, the concept is for the other concept always in a certain common relationship (set) [...]” (^{Prestes; Estevam, 2017}, p. 216).

Thus, there is a need for signs to become generalizable and, in contact with each other, to reach universal levels in terms of understanding and use. The common or joint union relationship will allow the child to establish relationships, for example, flower in relation to rose, insects in relation to ant, among other examples given by the author. A generalizable concept allows other reasoning to be generated. How many reasons cannot be created from number five, as Vigotski explained? When asking teachers about this, the author explains that each child, in a different stage of development, will present their own means of generalization, which will allow reality to be reflected in the conscience (^{Prestes; Estevam, 2017}).

Two other crucial points to be highlighted and directly related to child development are, according to Vigotski, the relationships of common union as essential and determining moments for the child, since the other consists of generalization. In this scenario, imagine a generalizable scientific concept? It will represent the historical synthesis and can still be understood as part of a certain system of concepts. With that, the relations of common union of thought, the obschenie of generalization, bases of consciousness, together with the higher psychological functions developed, provide the student with the condition to achieve his/her emancipation (^{Mello, 2010}).

The aspects discussed above lead to questions about their effectiveness in the school environment. So, one can think about why Vigotski gave his last class for teachers in a training course? Because, for the author, school age “[...] is the passage, mainly from the visual-sensitive way of reflecting reality to generalization” (^{Prestes; Estevam, 2017}, p. 224).

In this sense, the author perhaps wanted to highlight to the teachers that before going to school the child presents a form of generalization, but from the acquisition of the visual-sensitive environment, he begins to reflect reality, this student begins to understand what is apparent in the reality, but not its deep and generalizable aspects. For Vigotski when entering the school universe, the child starts to approach the possibility of acquiring the structure of consciousness, and it is possible to conclude that in the school environment consciousness and higher psychological functions are developed (^{Mello, 2010}). The governing concepts for the achievement of these objectives are generalization and obschenie, together with the common union (joint) relationship system.

Through these aspects, it is possible to reflect on how much it is necessary for teachers to have knowledge of these concepts, as did the teachers who were with Vigotski. The author demonstrated these aspects to teachers, when he exposed the following excerpt, which without mediated instruction:

[...] the child will not be able to emancipate himself, he/she will not be able to detach himself/herself from the visual-sensitive basis of thought, perception and memory, so the law that the child thinks more easily when he sees is preserved, or when based on experience, than when the idea is delivered to itself (^{Prestes; Estevam, 2017}, p. 222).

According to ^{Mello (2010}) the importance of the environment and the figure of the teacher are fundamental in these steps of child development, because when they are in the school environment and the generalization processes are considered there is the acquisition of scientific knowledge, as the child rises for the obschenie stage, because “[...] any movement, any exposure of knowledge are forms of obschenie with the child” (^{Prestes; Estevam, 2017}, p. 223). Therefore, if the obschenie is broken, according to Vigotski, how can the teacher transmit profound and important knowledge? In this context, the child will not have the structure to handle them. Vigotski exemplifies such aspects in the following excerpt:

Why did the child study and did not understand the true meaning of the word? Here we had a typical case of breaking the obschenie that was expressed in the fact that the teacher conveyed a profound idea - and the student’s head became shallow; the teacher transmitted a rich idea - that in the student’s mind he became poor. The depth and the sphere, the suitability of that obschenie were broken. This is the main root, accessible to our contemporary study, which more closely defines the course of instruction and is faced with this issue of cultivating at school age a system of obschenie and generalization (^{Prestes; Estevam, 2017}, p. 223).

In dialoguing with the teachers, Vigotski presented an important role to be considered and performed in the school environment. Without achieving obschenie and generalization the child will not be able to access knowledge, making it difficult to develop awareness and higher psychological functions. He/She will go through the schooling period without reaching its full development, because as long as the school focuses on the chronological age of the child and the teacher does not promote obschenie and generalization at the moment it disseminates knowledge, it will become complicated for the child to maximize its development. He/She will be prevented from accessing that knowledge, as well as having no structure to access it and to acquire her emancipation.

Final considerations

In emphasizing the study of child development, Vigotski theorized and found important aspects for pedagogy and psychology, through the acquisition of higher psychological functions. When addressing concepts such as perception, attention, memory and language in the constitution of thought, for the development of social and historical consciousness, the author presented the humanization process as the protagonist of all human historical and social development, which culminates in generalization and obschenie.

In this sense, we can reflect the concept of obschenie as the interaction among subjects, based on the concept of language. However, humanization can only be achieved when the child is allowed to develop consciousness, through the understanding of their reality based on how much they can generalize the social, cultural and historical aspects experienced. The scenario of this process must occur in early childhood education and unfold throughout the child’s schooling, with the teacher being the mediator of all human development and promoting the emancipation of that person.

The synthesis of these concepts was exposed by Vigotski in the text / class O Pensamento do Escolar which, translated into Portuguese in the chapter Uma Aula de L. Vigotski by Prestes and Estevam, demonstrated Vigotski’s complex thinking regarding the convergence among culture, social interaction and the historical dimension. As well, through the search to understand the importance of the humanization process through the relationship of man with his fellow man, through the paths for the construction of signs and senses in the acquisition of consciousness and generalization, envisioning the promotion of the autonomy of thought.

The possibility of assimilating the path and the emphasis on pedology, which provided Vigotski with multiple meanings in his work and characteristics beyond contemporary, characterizes his theory, at the same time, as a pioneer for his time and, today, as an invaluable contribution for Education. Vigotski is guided in a socialist scenario and with strong repression to those who defended the emancipation of the human, through tools that promote their development, the author being the characteristic of transgression and facing the political control of the time. This fact is still valued and used as a source of inspiration today, due to the fight against the process of alienation and devaluation of educational processes by capitalism, strengthened in the divisions of social classes in a democratic state of law.

The West access to Vigotski’s works is the result of the work of translating his books and texts. Through the production of some groups of researchers, among them, some Brazilians, as an example the researchers Prestes and Tunes, it was possible to know and deepen studies about Vigotski’s textual productions. However, variables must be considered in the process of translation and understanding of the meaning and connotation of Vigotski’s theorization and of the objectives that lead several researchers to seek to reflect their findings, concepts and work.

The importance of considering the educational environment as the primary place for human development, mediated by knowledge and by a human who can provide instruction and mediation through interaction, was highlighted. The translation of Vigotski’s texts in Brazil provided another important source of access to his founding discourse, which needs to be reflected and deepened, in order to promote the development of children, the advancement of society and the understanding that Education is a tool for transformation for a nation, regardless of the political universe to which it belongs or experiences, and that the teacher is the protagonist of the obschenie action.

When a child starts his development, for Vygotsky this process occurs relatively complex and not chronologically, through the acquisition of perception, attention, memory and language. Thus, thought originates, which is obtained through sensations and dialectics. For the author, sensation is the primary form of consciousness and thought the superior form of conscious activity. In this context, the social and historical nature of consciousness is considered as a social product of human development, reflecting the multiple forms of reality and its domain. However, this only occurs through the generalization promoted by the mediated action, the obschenie and the language in the relations between the subject and the world.

For this reason, Vigotski’s concern with synthesizing the concepts elaborated in his theory for teachers in training. The attempt to clarify, exemplify, contextualize and demonstrate to future teachers the need to reflect the concepts of Historical-Cultural Theory in pedagogical practice, as well as to understand and explore conceptual thinking in the child’s development process. In the author’s words: “Human consciousness is the product of the historical development of human society [...], it changes in the generalization of people” (^{Prestes; Estevam, 2017}, p. 203).

Vigotski conducted his research at a historic moment of reorganization and profound changes in the structures of society in the Soviet Union, making it possible to observe the importance of the socio-historical formation of mental processes. When relating these aspects to the historical moment of constitution of this text, we can have the feeling of the absence of social and historical change in Brazil. However, in these moments of rupture, gaps arise to be glimpsed, as well as opportunities to think about questions about the historical formation of students, teachers and society, aiming at Education for all, through mental processes. This reflection may present the obviousness of the issues addressed in the text / class, which will contribute to the constitution of the Brazilian identity, the social and historical awareness of the country, perhaps its emancipation. However, the humanization and freedom of the Brazilian man is still an ideal, given the historical and social conditions of Brazil¹⁵.