<?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>S2526-76472023000100211</article-id>
<article-id pub-id-type="doi">10.14393/obv7n1.a2023-69012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[V. V. Repkin: concepção de sujeito da atividade de estudo (1990-2021)]]></article-title>
<article-title xml:lang="es"><![CDATA[V. V. Repkin: Concepción de sujeto de la actividad de estudio (1990-2021)]]></article-title>
<article-title xml:lang="uk"><![CDATA[&#1042;.&#1042;. &#1056;&#1077;&#1087;&#1082;&#1080;&#1085;: &#1082;&#1086;&#1085;&#1094;&#1077;&#1087;&#1094;&#1080;&#1103; &#1089;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090;&#1072; &#1091;&#1095;&#1077;&#1073;&#1085;&#1086;&#1081; &#1076;&#1077;&#1103;&#1090;&#1077;&#1083;&#1100;&#1085;&#1086;&#1089;&#1090;&#1080; (1990-2021 &#1075;&#1075;.)]]></article-title>
<article-title xml:lang="en"><![CDATA[V. V. Repkin: conception of the subject of study activity (1990-2021)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Puentes]]></surname>
<given-names><![CDATA[Roberto Valdés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472023000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472023000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472023000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo aborda a concepção de sujeito da atividade de estudo desenvolvida por V. V. Repkin, no período entre 1990 e 2021, com a qual alterou os rumos, os objetivos e o conteúdo da aprendizagem desenvolvimental na perspectiva do sistema psicológico-didático Elkonin-Davidov-Repkin. O autor introduziu, no começo da década de 1990, o sujeito da atividade de estudo como a neoformação fundamental na idade escolar inicial. O texto tem como objetivo, em primeiro lugar, mostrar que a consolidação da Teoria da Atividade de Estudo teria sido impossível sem o desenvolvimento do conceito de sujeito do ponto de vista de seu conteúdo psicológico específico. Antes de V. V. Repkin, a ideia de sujeito do estudo era essencialmente abstrata e pouco substancial, baseada em aspectos descritivos associados, no geral, a fenômenos externos ao próprio sujeito em si. Em segundo lugar, analisar o processo de gênese, desenvolvimento e aprimoramento das pesquisas de V. V. Repkin a respeito do sujeito que estuda, sobretudo aquelas realizadas no período que se estende entre 1990 e 2021. Conclui-se que V. V. Repkin alterou, com seus estudos a respeito do sujeito, o próprio conceito de aprendizagem desenvolvimental das crianças em idade escolar inicial, considerou o sujeito o objetivo fundamental da atividade de estudo (em lugar do pensamento teórico), estabeleceu o conceito de &#8220;sujeito como fonte&#8221;, bem como seu conteúdo psicológico e estrutura, as caraterísticas fundamentais de sua concepção e os diferentes níveis pelos quais transita durante seu processo de ascensão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo discute la concepción de sujeto de la actividad de estudio desarrollada por V. V. Repkin, en el período comprendido entre 1990 y 2021, con el cual cambió las direcciones, objetivos y contenido del aprendizaje desarrollador desde la perspectiva del sistema psicológico-didáctico Elkonin-Davidov-Repkin. El autor introdujo, a principios de la década de 1990, el sujeto de la actividad de estudio como la neoformación fundamental en la edad escolar inicial. El texto pretende, en primer lugar, mostrar que la consolidación de la Teoría de la Actividad de Estudio hubiera sido imposible sin el desarrollo del concepto de sujeto desde el punto de vista de su contenido psicológico específico. Antes de V. V. Repkin, la idea de sujeto de estudio era esencialmente abstracta y poco sustancial, basada en aspectos descriptivos asociados, en general, a fenómenos externos al sujeto mismo. En segundo lugar, analizar el proceso de génesis, desarrollo y perfeccionamiento de las investigaciones de V. V. Repkin sobre el sujeto que estudia, en especial las realizadas en el período comprendido entre 1990 y 2021. Se concluye que V. V. Repkin cambió, con sus estudios, la forma de abordar el sujeto, el propio concepto de aprendizaje desarrollador de los niños en edad escolar temprana, consideró al sujeto como objetivo fundamental de la actividad de estudio (en lugar del pensamiento teórico), estableció el concepto de &#8220;sujeto como fuente&#8221;, así como su contenido y estructura psicológica, las características fundamentales de su concepción y los diferentes niveles por los que transita durante su proceso de ascensión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="uk"><p><![CDATA[&#1040;&#1053;&#1053;&#1054;&#1058;&#1040;&#1062;&#1048;&#1071;: &#1042; &#1089;&#1090;&#1072;&#1090;&#1100;&#1077; &#1088;&#1072;&#1089;&#1089;&#1084;&#1072;&#1090;&#1088;&#1080;&#1074;&#1072;&#1077;&#1090;&#1089;&#1103; &#1082;&#1086;&#1085;&#1094;&#1077;&#1087;&#1094;&#1080;&#1103; &#1089;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090;&#1072; &#1091;&#1095;&#1077;&#1073;&#1085;&#1086;&#1081; &#1076;&#1077;&#1103;&#1090;&#1077;&#1083;&#1100;&#1085;&#1086;&#1089;&#1090;&#1080;, &#1088;&#1072;&#1079;&#1088;&#1072;&#1073;&#1086;&#1090;&#1072;&#1085;&#1085;&#1072;&#1103; &#1042;.&#1042;. &#1056;&#1077;&#1087;&#1082;&#1080;&#1085;&#1099;&#1084; &#1074; &#1087;&#1077;&#1088;&#1080;&#1086;&#1076; &#1089; 1990 &#1087;&#1086; 2021 &#1075;&#1086;&#1076;. &#1040;&#1074;&#1090;&#1086;&#1088; &#1087;&#1086;&#1082;&#1072;&#1079;&#1099;&#1074;&#1072;&#1077;&#1090;, &#1082;&#1072;&#1082; &#1080;&#1079;&#1084;&#1077;&#1085;&#1080;&#1083;&#1080;&#1089;&#1100; &#1085;&#1072;&#1087;&#1088;&#1072;&#1074;&#1083;&#1077;&#1085;&#1080;&#1103;, &#1079;&#1072;&#1076;&#1072;&#1095;&#1080; &#1080; &#1089;&#1086;&#1076;&#1077;&#1088;&#1078;&#1072;&#1085;&#1080;&#1077; &#1088;&#1072;&#1079;&#1074;&#1080;&#1074;&#1072;&#1102;&#1097;&#1077;&#1075;&#1086; &#1086;&#1073;&#1091;&#1095;&#1077;&#1085;&#1080;&#1103; &#1087;&#1086; &#1087;&#1089;&#1080;&#1093;&#1086;&#1083;&#1086;&#1075;&#1086;-&#1076;&#1080;&#1076;&#1072;&#1082;&#1090;&#1080;&#1095;&#1077;&#1089;&#1082;&#1086;&#1081; &#1089;&#1080;&#1089;&#1090;&#1077;&#1084;&#1077;. &#1069;&#1083;&#1100;&#1082;&#1086;&#1085;&#1080;&#1085;&#1072;-&#1044;&#1072;&#1074;&#1099;&#1076;&#1086;&#1074;&#1072;-&#1056;&#1077;&#1087;&#1082;&#1080;&#1085;&#1072; &#1087;&#1088;&#1080; &#1074;&#1085;&#1077;&#1076;&#1088;&#1077;&#1085;&#1080;&#1080; &#1074; &#1085;&#1072;&#1095;&#1072;&#1083;&#1077; 1990-&#1093; &#1075;&#1086;&#1076;&#1086;&#1074; &#1089;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090;&#1072; &#1091;&#1095;&#1077;&#1073;&#1085;&#1086;&#1081; &#1076;&#1077;&#1103;&#1090;&#1077;&#1083;&#1100;&#1085;&#1086;&#1089;&#1090;&#1080; &#1082;&#1072;&#1082; &#1092;&#1091;&#1085;&#1076;&#1072;&#1084;&#1077;&#1085;&#1090;&#1072;&#1083;&#1100;&#1085;&#1086;&#1075;&#1086; &#1085;&#1086;&#1074;&#1086;&#1086;&#1073;&#1088;&#1072;&#1079;&#1086;&#1074;&#1072;&#1085;&#1080;&#1103; &#1074; &#1084;&#1083;&#1072;&#1076;&#1096;&#1077;&#1084; &#1096;&#1082;&#1086;&#1083;&#1100;&#1085;&#1086;&#1084; &#1074;&#1086;&#1079;&#1088;&#1072;&#1089;&#1090;&#1077;. &#1058;&#1077;&#1082;&#1089;&#1090; &#1087;&#1088;&#1080;&#1079;&#1074;&#1072;&#1085;, &#1074;&#1086;-&#1087;&#1077;&#1088;&#1074;&#1099;&#1093;, &#1087;&#1086;&#1082;&#1072;&#1079;&#1072;&#1090;&#1100;, &#1095;&#1090;&#1086; &#1091;&#1082;&#1088;&#1077;&#1087;&#1083;&#1077;&#1085;&#1080;&#1077; &#1090;&#1077;&#1086;&#1088;&#1080;&#1080; &#1091;&#1095;&#1077;&#1073;&#1085;&#1086;&#1081; &#1076;&#1077;&#1103;&#1090;&#1077;&#1083;&#1100;&#1085;&#1086;&#1089;&#1090;&#1080; &#1073;&#1099;&#1083;&#1086; &#1073;&#1099; &#1085;&#1077;&#1074;&#1086;&#1079;&#1084;&#1086;&#1078;&#1085;&#1086; &#1073;&#1077;&#1079; &#1088;&#1072;&#1079;&#1088;&#1072;&#1073;&#1086;&#1090;&#1082;&#1080; &#1087;&#1086;&#1085;&#1103;&#1090;&#1080;&#1103;&#1089;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090;&#1072; &#1089; &#1090;&#1086;&#1095;&#1082;&#1080; &#1079;&#1088;&#1077;&#1085;&#1080;&#1103; &#1077;&#1075;&#1086; &#1089;&#1087;&#1077;&#1094;&#1080;&#1092;&#1080;&#1095;&#1077;&#1089;&#1082;&#1086;&#1075;&#1086; &#1087;&#1089;&#1080;&#1093;&#1086;&#1083;&#1086;&#1075;&#1080;&#1095;&#1077;&#1089;&#1082;&#1086;&#1075;&#1086; &#1089;&#1086;&#1076;&#1077;&#1088;&#1078;&#1072;&#1085;&#1080;&#1103;. &#1044;&#1086; &#1042;. &#1042;. &#1056;&#1077;&#1087;&#1082;&#1080;&#1085;&#1072; &#1087;&#1088;&#1077;&#1076;&#1089;&#1090;&#1072;&#1074;&#1083;&#1077;&#1085;&#1080;&#1077; &#1086; &#1089;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090;&#1077; &#1091;&#1095;&#1077;&#1073;&#1085;&#1086;&#1081; &#1076;&#1077;&#1103;&#1090;&#1077;&#1083;&#1100;&#1085;&#1086;&#1089;&#1090;&#1080; &#1073;&#1099;&#1083;&#1086; &#1087;&#1088;&#1077;&#1080;&#1084;&#1091;&#1097;&#1077;&#1089;&#1090;&#1074;&#1077;&#1085;&#1085;&#1086; &#1072;&#1073;&#1089;&#1090;&#1088;&#1072;&#1082;&#1090;&#1085;&#1099;&#1084; &#1080; &#1085;&#1077; &#1086;&#1095;&#1077;&#1085;&#1100; &#1089;&#1086;&#1076;&#1077;&#1088;&#1078;&#1072;&#1090;&#1077;&#1083;&#1100;&#1085;&#1099;&#1084;, &#1086;&#1089;&#1085;&#1086;&#1074;&#1072;&#1085;&#1085;&#1099;&#1084; &#1085;&#1072; &#1077;&#1075;&#1086; &#1086;&#1087;&#1080;&#1089;&#1072;&#1090;&#1077;&#1083;&#1100;&#1085;&#1099;&#1093; &#1093;&#1072;&#1088;&#1072;&#1082;&#1090;&#1077;&#1088;&#1080;&#1089;&#1090;&#1080;&#1082;&#1072;&#1093;, &#1087;&#1086; &#1089;&#1091;&#1090;&#1080;, &#1074;&#1085;&#1077;&#1096;&#1085;&#1080;&#1093; &#1087;&#1086; &#1086;&#1090;&#1085;&#1086;&#1096;&#1077;&#1085;&#1080;&#1102; &#1082; &#1089;&#1072;&#1084;&#1086;&#1081; &#1089;&#1091;&#1097;&#1085;&#1086;&#1089;&#1090;&#1080; &#1091; &#1089;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090;&#1072;. &#1042;&#1086;-&#1074;&#1090;&#1086;&#1088;&#1099;&#1093;, &#1087;&#1088;&#1086;&#1072;&#1085;&#1072;&#1083;&#1080;&#1079;&#1080;&#1088;&#1086;&#1074;&#1072;&#1090;&#1100; &#1087;&#1088;&#1086;&#1094;&#1077;&#1089;&#1089; &#1079;&#1072;&#1088;&#1086;&#1078;&#1076;&#1077;&#1085;&#1080;&#1103;, &#1088;&#1072;&#1079;&#1074;&#1080;&#1090;&#1080;&#1103; &#1080; &#1089;&#1086;&#1074;&#1077;&#1088;&#1096;&#1077;&#1085;&#1089;&#1090;&#1074;&#1086;&#1074;&#1072;&#1085;&#1080;&#1103; &#1080;&#1089;&#1089;&#1083;&#1077;&#1076;&#1086;&#1074;&#1072;&#1085;&#1080;&#1081; &#1042;.&#1042;. &#1056;&#1077;&#1087;&#1082;&#1080;&#1085;&#1072; &#1087;&#1086; &#1087;&#1086; &#1091;&#1082;&#1072;&#1079;&#1072;&#1085;&#1085;&#1086;&#1081; &#1087;&#1088;&#1086;&#1073;&#1083;&#1077;&#1084;&#1077;, &#1086;&#1089;&#1086;&#1073;&#1077;&#1085;&#1085;&#1086; &#1087;&#1088;&#1086;&#1074;&#1077;&#1076;&#1077;&#1085;&#1085;&#1099;&#1093; &#1074; &#1087;&#1077;&#1088;&#1080;&#1086;&#1076; &#1089; 1990 &#1087;&#1086; 2021 &#1075;&#1075;. &#1044;&#1077;&#1083;&#1072;&#1077;&#1090;&#1089;&#1103; &#1074;&#1099;&#1074;&#1086;&#1076; &#1086; &#1090;&#1086;&#1084;, &#1095;&#1090;&#1086; &#1042;. &#1042;. &#1056;&#1077;&#1087;&#1082;&#1080;&#1085; &#1089;&#1074;&#1086;&#1080;&#1084;&#1080; &#1080;&#1089;&#1089;&#1083;&#1077;&#1076;&#1086;&#1074;&#1072;&#1085;&#1080;&#1103;&#1084;&#1080; &#1086; &#1089;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090;&#1077; &#1080;&#1079;&#1084;&#1077;&#1085;&#1080;&#1083; &#1089;&#1072;&#1084;&#1091; &#1082;&#1086;&#1085;&#1094;&#1077;&#1087;&#1094;&#1080;&#1102; &#1088;&#1072;&#1079;&#1074;&#1080;&#1074;&#1072;&#1102;&#1097;&#1077;&#1075;&#1086; &#1086;&#1073;&#1091;&#1095;&#1077;&#1085;&#1080;&#1103; &#1076;&#1077;&#1090;&#1077;&#1081; &#1084;&#1083;&#1072;&#1076;&#1096;&#1077;&#1075;&#1086; &#1096;&#1082;&#1086;&#1083;&#1100;&#1085;&#1086;&#1075;&#1086; &#1074;&#1086;&#1079;&#1088;&#1072;&#1089;&#1090;&#1072;, &#1088;&#1072;&#1089;&#1089;&#1084;&#1072;&#1090;&#1088;&#1080;&#1074;&#1072;&#1103; &#1089;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090; &#1082;&#1072;&#1082; &#1086;&#1089;&#1085;&#1086;&#1074;&#1085;&#1091;&#1102; &#1094;&#1077;&#1083;&#1100; &#1091;&#1095;&#1077;&#1073;&#1085;&#1086;&#1081; &#1076;&#1077;&#1103;&#1090;&#1077;&#1083;&#1100;&#1085;&#1086;&#1089;&#1090;&#1080; (&#1074;&#1084;&#1077;&#1089;&#1090;&#1086; &#1090;&#1077;&#1086;&#1088;&#1077;&#1090;&#1080;&#1095;&#1077;&#1089;&#1082;&#1086;&#1075;&#1086; &#1084;&#1099;&#1096;&#1083;&#1077;&#1085;&#1080;&#1103;), &#1088;&#1072;&#1079;&#1088;&#1072;&#1073;&#1086;&#1090;&#1072;&#1074; &#1087;&#1086;&#1083;&#1086;&#1078;&#1077;&#1085;&#1080;&#1077; &#1086; «&#1089;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090; &#1082;&#1072;&#1082; &#1080;&#1089;&#1090;&#1086;&#1095;&#1085;&#1080;&#1082;&#1077; &#1091;&#1095;&#1077;&#1073;&#1085;&#1086;&#1081; &#1076;&#1077;&#1103;&#1090;&#1077;&#1083;&#1100;&#1085;&#1086;&#1089;&#1090;&#1080;», &#1072; &#1090;&#1072;&#1082;&#1078;&#1077; &#1077;&#1075;&#1086; &#1087;&#1089;&#1080;&#1093;&#1086;&#1083;&#1086;&#1075;&#1080;&#1095;&#1077;&#1089;&#1082;&#1086;&#1077; &#1089;&#1086;&#1076;&#1077;&#1088;&#1078;&#1072;&#1085;&#1080;&#1077; &#1080; &#1089;&#1090;&#1088;&#1091;&#1082;&#1090;&#1091;&#1088;&#1091;, &#1086;&#1089;&#1085;&#1086;&#1074;&#1085;&#1099;&#1077; &#1093;&#1072;&#1088;&#1072;&#1082;&#1090;&#1077;&#1088;&#1080;&#1089;&#1090;&#1080;&#1082;&#1080; &#1080; &#1088;&#1072;&#1079;&#1083;&#1080;&#1095;&#1085;&#1099;&#1077; &#1091;&#1088;&#1086;&#1074;&#1085;&#1080;, &#1095;&#1077;&#1088;&#1077;&#1079; &#1082;&#1086;&#1090;&#1086;&#1088;&#1099;&#1077; &#1086;&#1085; &#1087;&#1088;&#1086;&#1093;&#1086;&#1076;&#1080;&#1090; &#1074; &#1087;&#1088;&#1086;&#1094;&#1077;&#1089;&#1089;&#1077; &#1089;&#1074;&#1086;&#1077;&#1075;&#1086; &#1088;&#1072;&#1079;&#1074;&#1080;&#1090;&#1080;&#1103;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article addresses the concept of the subject of study developed by V. V. Repkin between 1990 and 2021, which changed the direction, objectives, and content of developmental learning from the perspective of the Elkonin-Davidov-Repkin psychological-didactic system. The author introduced the subject of study as the fundamental neoformation in early school age at the beginning of the 1990s. The text aims, first of all, to show that the consolidation of the Theory of Study Activity would have been impossible without the development of the concept of the subject from the point of view of its specific psychological content. Before V. V. Repkin, the idea of the subject of study was essentially abstract and insubstantial, based on descriptive aspects associated, in general, with phenomena external to the subject itself. Secondly, it seeks to analyze the process of genesis, development, and improvement of V. V. Repkin's research on the subject of study, especially those carried out between 1990 and 2021. It is concluded that V. V. Repkin changed the very concept of developmental learning in early school age with his studies on the subject, considered the subject the fundamental objective of study activity (instead of theoretical thinking), established the concept of "subject as source," as well as its psychological content and structure, the fundamental characteristics of its conception, and the different levels through which it transits during its process of ascent.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[V. V. Repkin]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Desenvolvimental]]></kwd>
<kwd lng="pt"><![CDATA[Atividade de Estudo]]></kwd>
<kwd lng="pt"><![CDATA[Sujeito como fonte]]></kwd>
<kwd lng="es"><![CDATA[V. V. Repkin]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje evolutivo]]></kwd>
<kwd lng="es"><![CDATA[Actividad de estudio]]></kwd>
<kwd lng="es"><![CDATA[Sujeto como fuente]]></kwd>
<kwd lng="uk"><![CDATA[&#1056;&#1077;&#1087;&#1082;&#1080;&#1085; &#1042;.&#1042;.]]></kwd>
<kwd lng="uk"><![CDATA[&#1056;&#1072;&#1079;&#1074;&#1080;&#1074;&#1072;&#1102;&#1097;&#1077;&#1077; &#1086;&#1073;&#1091;&#1095;&#1077;&#1085;&#1080;&#1077;]]></kwd>
<kwd lng="uk"><![CDATA[&#1059;&#1095;&#1077;&#1073;&#1085;&#1072;&#1103; &#1076;&#1077;&#1103;&#1090;&#1077;&#1083;&#1100;&#1085;&#1086;&#1089;&#1090;&#1100;]]></kwd>
<kwd lng="uk"><![CDATA[&#1057;&#1091;&#1073;&#1098;&#1077;&#1082;&#1090; &#1082;&#1072;&#1082; &#1080;&#1089;&#1090;&#1086;&#1095;&#1085;&#1080;&#1082; &#1076;&#1077;&#1103;&#1090;&#1077;&#1083;&#1100;&#1085;&#1086;&#1089;&#1090;&#1080;]]></kwd>
<kwd lng="en"><![CDATA[V. V. Repkin]]></kwd>
<kwd lng="en"><![CDATA[Developmental Learning]]></kwd>
<kwd lng="en"><![CDATA[Study Activity]]></kwd>
<kwd lng="en"><![CDATA[Subject as Source]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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<surname><![CDATA[DAVIDOV]]></surname>
<given-names><![CDATA[V. V]]></given-names>
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<source><![CDATA[Teoria da atividade de estudo: contribuições de D. B. Elkonin, V. V. Davidov e V. V. Repkin]]></source>
<year>2021</year>
<edition>3ª edição</edition>
<page-range>231-45</page-range><publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
<publisher-name><![CDATA[CRV]]></publisher-name>
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<source><![CDATA[Teoria da atividade de estudo: contribuições de D. B. Elkonin, V. V. Davidov e V. V. Repkin]]></source>
<year>2021</year>
<edition>3ª edição</edition>
<page-range>211-29</page-range><publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
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<source><![CDATA[Teoria da aprendizagem desenvolvimental]]></source>
<year>1996</year>
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