<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100101</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-6</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios à formação da consciência comunista no ensino superior: pensamento teórico e vontade de realização prática]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos para la formación de la conciencia comunista en la educación superior: el pensamiento teórico y el deseo de logros prácticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges to the formation of communist consciousness in higher education: theoretical thought and the desire for practical achievement]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abrantes]]></surname>
<given-names><![CDATA[Angelo Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tulesk]]></surname>
<given-names><![CDATA[Silvana Calvo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Paraná ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo objetiva apresentar as contribuições da Pedagogia Histórico-Crítica e da Psicologia Histórico Cultural ao trabalho educativo no ensino superior a partir das relações entre ensino, aprendizagem e desenvolvimento humano. Compreende-se que se a Pedagogia norteia a seleção de conteúdos e procedimentos didáticos, a Psicologia revela quem é concretamente o destinatário que se apropriará dos conteúdos, por meio dos procedimentos de ensino. A discussão baseia-se em dois movimentos de análise interligados; o primeiro focaliza o professor e sua atividade de ensino em sua dimensão político-pedagógica; o segundo focaliza o estudante pondo em destaque a formação da consciência, que se dá pelo movimento de apreensão das múltiplas determinações da realidade social, por meio da apropriação dos sistemas teórico- conceituais, destacando a atividade coletiva de estudo, pesquisa e intervenção nos âmbitos do ensino superior. Em ambos, docentes e discentes, a formação da &#8220;consciência revolucionária&#8221; em sua dimensão psicológica somente pode ser conhecida concretamente pela unidade entre consciência social e consciência pessoal. Por isso defende-se que a educação superior necessita dar condições para que o estudante não apenas se aproprie de teorias explicativas sobre os objetos estudados, mas experimente a sua utilização a partir da incorporação dos sistemas conceituais, mobilizando teoricamente os processos psíquicos na decifração e intervenção na realidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo tiene como objetivo presentar los aportes de la Pedagogía Histórico-Crítica y la Psicología Histórico-Cultural al quehacer educativo en la educación superior a partir de las relaciones entre enseñanza, aprendizaje y desarrollo humano. Se entiende que si la Pedagogía orienta la selección de contenidos y procedimientos de enseñanza, la Psicología revela quién es el destinatario específico que se apropiará de los contenidos, a través de procedimientos de enseñanza. La discusión se basa en dos movimientos de análisis interconectados; el primero se centra en el docente y su actividad docente en su dimensión político-pedagógica; el segundo se centra en el estudiante, destacando la formación de la conciencia, que se da por medio del movimiento de aprehensión de las múltiples determinaciones de la realidad social, a través de la apropiación de sistemas teórico-conceptuales, resaltando la actividad colectiva de estudio, investigación e intervención en las áreas de educación superior. Tanto en profesores como en estudiantes, la formación de la &#8220;conciencia revolucionaria&#8221; en su dimensión psicológica sólo puede conocerse concretamente a través de la unidad entre la conciencia social y la conciencia personal. Por lo tanto, se sostiene que la educación superior necesita brindar condiciones para que el estudiante no sólo se apropie de teorías explicativas sobre los objetos estudiados, sino que experimente su uso a través de la incorporación de sistemas conceptuales, movilizando teóricamente procesos psíquicos para descifrar e intervenir en la realidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article aims to present the contributions of Historical-Critical Pedagogy and Historical-Cultural Psychology to educational work in higher education based on the relationships between teaching, learning and human development. It is understood that if Pedagogy guides the selection of content and teaching procedures, Psychology reveals who is the specific recipient who will appropriate the content, through teaching procedures. The discussion is based on two interconnected movements of analysis; the first focuses on the teacher and his teaching activity in its political-pedagogical dimension; the second focuses on the student, highlighting the formation of consciousness, which occurs through the movement of apprehension of the multiple determinations of social reality, through the appropriation of theoretical- conceptual systems, highlighting the collective activity of study, research and intervention in the areas of University education. In both teachers and students, the formation of &#8220;revolutionary consciousness&#8221; in its psychological dimension can only be known concretely through the unity between social consciousness and personal consciousness. Therefore, it is argued that higher education needs to provide conditions for the student not only to appropriate explanatory theories about the objects studied, but to experience their use through the incorporation of conceptual systems, theoretically mobilizing psychic processes in deciphering and intervening in reality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Consciência comunista]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Conciencia comunista]]></kwd>
<kwd lng="es"><![CDATA[Psicología Histórico-Cultural]]></kwd>
<kwd lng="en"><![CDATA[University education]]></kwd>
<kwd lng="en"><![CDATA[Communist consciousness]]></kwd>
<kwd lng="en"><![CDATA[Historical-Cultural Psychology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</name>
</person-group>
<source><![CDATA[Obras Escogidas]]></source>
<year>1996</year>
<page-range>9-248</page-range><publisher-loc><![CDATA[Madri ]]></publisher-loc>
<publisher-name><![CDATA[Visor]]></publisher-name>
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<ref id="B23">
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<person-group person-group-type="author">
<name>
<surname><![CDATA[ZAPOROZHETS]]></surname>
<given-names><![CDATA[A. V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Os sentimentos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[LONGAREZI]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[PUENTES]]></surname>
<given-names><![CDATA[R. V]]></given-names>
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</person-group>
<source><![CDATA[Ensino Desenvolvimental]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Uberlândia, MG ]]></publisher-loc>
<publisher-name><![CDATA[EDUFU]]></publisher-name>
</nlm-citation>
</ref>
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</back>
</article>
