<?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>S2526-76472024000100406</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-42</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O caráter coletivo da atividade de estudo: uma síntese a partir da Teoria Histórico-Cultural]]></article-title>
<article-title xml:lang="es"><![CDATA[El carácter colectivo de la actividad de estudio: una síntesis desde la Teoría Histórico-Cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[The collective character of study activity: a synthesis based on Historical-Cultural Theory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Caio Cesar Portella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Asbahr]]></surname>
<given-names><![CDATA[Flávia da Silva Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[Bauru ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[Bauru ]]></addr-line>
<country>Brasil</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=S2526-76472024000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100406&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Atividade de Estudo (AE) tem sido objeto recorrente na literatura científica alicerçada à Teoria Histórico-Cultural. Contudo, observamos a necessidade de sistematizar discussões e produzir análises e sínteses que permitam a compreensão do caráter coletivo desta atividade, e este foi nosso objetivo neste trabalho. Assim, realizamos uma revisão na literatura científica sobre o tema e organizamos a discussão partindo de três pontos que fundamentam a concepção que defendemos e que justificam a relação do caráter coletivo com o desenvolvimento da atividade: 1) o caráter coletivo como premissa para o desenvolvimento da AE, partindo da concepção que, em essência, toda atividade constitui e é constituída historicamente a partir das relações sociais; 2) o caráter coletivo como meio para o desenvolvimento da AE, compreendendo que as ações do professor e da escola são fundamentais para sua formação e que atuar coletivamente junto a outras crianças pode contribuir para a formação de motivos e desenvolvimento de sentido para a aprendizagem; 3) o caráter coletivo como finalidade da AE, alicerçados à defesa de que a educação escolar tem papel central na construção da personalidade do indivíduo, de sua maneira de ver, pensar e se relacionar com o mundo com base em uma ética do coletivo. Defendemos, por fim, que a compreensão destes aspectos coletivos é fundamental para construção de práticas pedagógicas que objetivam o desenvolvimento da AE, visando formação de valores coletivistas e de sentido para apropriação dos conceitos científicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Actividad de Estudio (AE) ha sido un tema recurrente en la literatura científica basada en la Teoría Histórico-Cultural. Sin embargo, vemos la necesidad de sistematizar las discusiones y producir análisis y síntesis que nos permitan comprender el carácter colectivo de esa actividad, y ese fue nuestro objetivo en este trabajo. Para ello, realizamos una revisión de la literatura científica sobre el tema y organizamos la discusión a partir de tres puntos que fundamentan la concepción que defendemos y que justifican la relación entre el carácter colectivo y el desarrollo de la actividad: 1) el carácter colectivo como premisa para el desarrollo de la AE, partiendo de la concepción de que, en esencia, toda actividad constituye y se constituye históricamente a partir de las relaciones sociales; 2) el carácter colectivo como medio para el desarrollo de la AE, entendiendo que las acciones del maestro y de la escuela son fundamentales para su formación y que actuar colectivamente con otros niños puede contribuir a la formación de motivos y al desarrollo de significados para el aprendizaje; 3) el carácter colectivo como finalidad de la AE, a partir de la defensa de que la educación escolar desempeña un papel central en la construcción de la personalidad del individuo, de su forma de ver, pensar y relacionarse con el mundo a partir de una ética colectiva. Finalmente, sostenemos que la comprensión de estos aspectos colectivos es fundamental para la construcción de prácticas pedagógicas orientadas al desarrollo de la AE, con el objetivo de fomentar valores colectivistas y proporcionar la apropiación de los conceptos científicos con sentido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Study Activity (SA) has been a recurring subject in scientific literature based on Cultural-Historical Theory. However, we observed the need to systematize discussions and produce analyses and syntheses that allow us to understand the collective character of this activity, and this was our objective in this work. We have therefore carried out a review of the scientific literature on the subject and organized the discussion based on three points which underpin the concept we defend and which justify the relationship between the collective character and the development of the activity: 1) the collective character as a premise for the development of SA, starting from the conception that, in essence, all activity constitutes and is historically constituted from social relations; 2) the collective character as a means for the development of SA, understanding that the actions of the teacher and the school are fundamental to its formation and that acting collectively with other children can contribute to the formation of motives and the development of sense for learning; 3) the collective character as the finality of SA, based on the defense that school education plays a central role in building the individual's personality, their way of seeing, thinking and relating to the world based on an ethic of the collective. In conclusion, we argue that understanding these collective aspects is fundamental for the construction of pedagogical practices aimed at developing the SA, with the objective of fostering collectivist values and meaningful appropriation of scientific concepts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Atividade de Estudo]]></kwd>
<kwd lng="pt"><![CDATA[Coletividade]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[Actividad de Estudio]]></kwd>
<kwd lng="es"><![CDATA[Colectividad]]></kwd>
<kwd lng="es"><![CDATA[Teoría Histórico-Cultural]]></kwd>
<kwd lng="en"><![CDATA[Study Activity]]></kwd>
<kwd lng="en"><![CDATA[Collectivity]]></kwd>
<kwd lng="en"><![CDATA[Historical-Cultural Theory]]></kwd>
</kwd-group>
</article-meta>
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