Didática nos anos iniciais do ensino fundamental: contribuições da teoria histórico-cultural e do ensino desenvolvimental

Abstract

This study is linked to the Research Line on Educational Theories and Pedagogical Processes of the Graduate Program in Education at the Pontifical Catholic University of Goiás. The focus of the research is on didactics in the early years of elementary education, where there is a predominance of traditional pedagogical practices and the introduction of neoliberal approaches. Based on a bibliographic research, the general objective of this work is to discuss the elements that represent contributions from cultural-historical theory and Davydov's developmental teaching theory to the didactic practice of teachers in these early years. The specific objectives are: to present elements of the historical trajectory of cultural-historical theory and developmental teaching theory, highlighting their main contributions to teachers' didactics; to analyze how the actions of Davydov's developmental teaching theory can enhance didactic practice; and to describe education aimed at human development in the early years, based on the proposals of this author. To achieve these objectives, the study explores didactics across different pedagogical theories, discusses didactics in the training of educators, and describes Vygotsky's cultural-historical theory and Davydov's developmental teaching theory, emphasizing the main concepts of these theories that are relevant to didactics in the early years of elementary education, such as the formation of theoretical thinking, study activity, and the organization of developmental teaching. It points to Davydov's didactic conception as a strong reference for teachers in the early years of elementary education, aiming for didactic practices that surpass traditional teaching and resist neoliberal education. Finally, it advocates that this perspective be included in undergraduate programs in Pedagogy