<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742025000100511</article-id>
<article-id pub-id-type="doi">10.1590/1980531411292</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[L. S. VIGOTSKI NAS MONOGRAFIAS DE UM CURSO DE PEDAGOGIA (2012-2021)]]></article-title>
<article-title xml:lang="en"><![CDATA[L. S. VYGOTSKY IN THE MONOGRAPHS OF A PEDAGOGY COURSE (2012-2021)]]></article-title>
<article-title xml:lang="es"><![CDATA[L. S. VYGOTSKI EN LAS MONOGRAFÍAS DE UN CURSO DE PEDAGOGÍA (2012-2021)]]></article-title>
<article-title xml:lang="fr"><![CDATA[L. S. VYGOTSKI ET MÉMOIRES DE FIN D&#8217;ÉTUDES EN PÉDAGOGIE (2012-2021)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beck]]></surname>
<given-names><![CDATA[Mateus Thaler]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prestes]]></surname>
<given-names><![CDATA[Zoia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742025000100511&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742025000100511&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742025000100511&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo investigou se os livros A formação social da mente e Pensamento e linguagem permanecem sendo utilizados para referenciar a teoria de L. S. Vigotski em monografias de um curso de pedagogia de uma universidade pública brasileira. Para tanto, foram analisados trabalhos monográficos escritos de 2012 a 2021, tendo por base palavras-chave pré-selecionadas dos resumos. Utilizou-se uma ficha analítica com o intuito de orientar a leitura para o modo como Vigotski fora referenciado. Verificou-se que A formação social da mente fundamentou mais de 70% dos trabalhos, enquanto Pensamento e linguagem apareceu em cerca de 20% deles. Apesar dos esforços de pesquisadores, essas duas obras continuam sendo utilizadas em cursos de graduação como suposto alicerce da teoria vigotskiana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study investigated whether the books Mind in society and Thought and language continue to be used to reference the theory of L. S. Vygotsky in monographs from a Pedagogy course at a Brazilian public university. To this end, monographs written between 2012 and 2021 were analyzed based on pre-selected keywords from their abstracts. An analytical form was used to guide the reading and determine how Vygotsky was referenced. The findings indicate that Mind in society served as the theoretical foundation for more than 70% of the papers, whereas Thought and language appeared in approximately 20% of them. Despite researchers&#8217; efforts, these two books continue to be used in undergraduate programs as the supposed foundation of Vygotskian theory.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio investigó si los libros A formação social da mente y Pensamento e linguagem continúan siendo utilizados para referenciar la teoría de L. S. Vygotski en monografías de un curso de Pedagogía en una universidad pública brasileña. Para ello, fueron analizados trabajos monográficos escritos entre 2012 y 2021, teniendo como base palabras clave preseleccionadas de los resúmenes. Se utilizó una ficha analítica con la intención de orientar la lectura para la forma como Vygotski fue referenciado. Se verificó que A formação social da mente sustentó más del 70% de los trabajos, mientras que Pensamento e linguagem apareció en alrededor del 20% de ellos. A pesar de los esfuerzos de los investigadores, esas dos obras continúan siendo utilizadas en cursos de pregrado como supuesto fundamento de la teoría vygotskiana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude a examiné si les livres A formação social da mente et Pensamento e linguagem sont encore utilisés pour faire référence à la théorie de L. S. Vygotski dans les mémoires de fin d&#8217;études en pédagogie d&#8217;une université publique brésilienne. À cette fin, les mémoires rédigés entre 2012 et 2021 ont été analysés à partir de mots-clés présélectionnés utilisés dans les résumés. Une feuille d&#8217;analyse a servi à orienter la lecture afin d&#8217;identifier comment les références à Vygotski s&#8217;y déployaient. Il s&#8217;est avéré que A formação social da mente a été la base de plus de 70 % des articles, alors que Pensamento e linguagem apparaissait dans environ 20 % d&#8217;entre eux. Malgré les efforts des chercheurs, ces deux ouvrages continuent d&#8217;être utilisés dans les cours de premier cycle comme étant censés représenter la théorie de Vygotski.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[TEORIA SÓCIO-HISTÓRICO-CULTURAL]]></kwd>
<kwd lng="pt"><![CDATA[MONOGRAFIA]]></kwd>
<kwd lng="pt"><![CDATA[REFERÊNCIAS BIBLIOGRÁFICAS]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO SUPERIOR]]></kwd>
<kwd lng="en"><![CDATA[SOCIO-HISTORICAL-CULTURAL THEORY]]></kwd>
<kwd lng="en"><![CDATA[MONOGRAPH]]></kwd>
<kwd lng="en"><![CDATA[BIBLIOGRAPHIC REFERENCES]]></kwd>
<kwd lng="en"><![CDATA[HIGHER EDUCATION]]></kwd>
<kwd lng="es"><![CDATA[TEORÍA SOCIO-HISTÓRICO-CULTURAL]]></kwd>
<kwd lng="es"><![CDATA[MONOGRAFÍA]]></kwd>
<kwd lng="es"><![CDATA[REFERENCIAS BIBLIOGRAFICAS]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN SUPERIOR]]></kwd>
<kwd lng="fr"><![CDATA[THÉORIE SOCIO-HISTORICO-CULTURELLE]]></kwd>
<kwd lng="fr"><![CDATA[MÉMOIRE DE FIN D&#8217;ÉTUDES]]></kwd>
<kwd lng="fr"><![CDATA[RÉFÉRENCES BIBLIOGRAPHIQUES]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT SUPÉRIEUR]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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