Leontiev

ABSTRACT and RESUMO
The aim of this research is to explain the theoretical methodological conditions, which favor the teaching and learning of scientific concepts. Based on theoretical background provided by a historical cultural perspective, mainly supported by Leontiev’s theory of activity, this thesis discusses the relationship between conceptual appropriation and psychism unfolding. It also tries to show evidence of teaching ownership in which concepts have qualitative impact on psychic unfolding. Distinct understanding of concept meanings and its appropriation influences the organization of teaching practice, leading the achieved concepts to different levels of generalization. Based on that, the analysis of how scientific concepts are being taught at school was firstly drawn. The analysis shows the strong influence of formal logic and its effect upon students’ intelectual function stuck to empirical thought. Secondly, the study emphasizes that the individual’s perception of concept as a cognitive tool, as well as the comprehension of his/her appropriation active process point out to learning as an activity involving needs and reasons and that it is accomplished by actions and working. In teaching, these elements are brought into action on purpose, allowing to identify, among such movements, signs of change in thought quality. Field research (with elementary students of Geometry - 3rd grade) pointed out to the need of mediation regulated by the elements of theoretical thought - reflection, analysis and internal plan of actions, as condition to mobilize new levels of thought organization.
Keywords: Teaching. Learning. Theory of Activity.
RESUMO
Esta pesquisa objetiva elucidar condições teórico-metodológicas favoráveis ao ensino e aprendizagem de conceitos científicos. Com base nas referências teóricas fornecidas pela perspectiva histórico-cultural, apoiada principalmente na Teoria da Atividade de Leontiev, a tese retoma a relação entre apropriação conceitual e desenvolvimento do psiquismo e procura evidenciar propriedades do ensino em que os conceitos propiciem impacto qualitativo sobre o desenvolvimento psíquico. Distintos entendimentos do que seja conceito e seu modo de apropriação influenciam a organização da prática pedagógica, conduzindo a diferentes níveis de generalização dos conceitos apreendidos. Diante disso, procedeu-se, inicialmente, à análise de como têm sido ensinados conceitos científicos na escola. O estudo evidencia a forte influência da lógica formal e sua repercussão na modalidade de funcionamento intelectual dos alunos que se atêm ao pensamento empírico. Posteriormente, o trabalho destaca que a percepção do conceito como instrumento cognitivo, bem como a compreensão do processo ativo de apropriação pelo sujeito, oferecem indicadores para se considerar a aprendizagem como uma atividade que envolve necessidades e motivos e que se realiza mediante ações e operações. No ensino, esses elementos são intencionalmente acionados, permitindo identificar no movimento entre ações e operações indícios de mudança da qualidade de pensamento. Na pesquisa de campo, realizada com alunos de 3ª serie do ensino fundamental, no ensino de Geometria, identificou-se a necessidade da mediação pautada em elementos do pensamento teórico – reflexão, análise e plano interior de ações – como condição para que a passagem das ações às operações mobilize novos níveis de organização do pensamento.
Palavras-chave: Ensino. Aprendizagem Conceitual. Teoria da Atividade.

Curso ministrado durante o VIII Ciclo de Seminários Formação Docente: avanços, desafios e perspectivas atuais
Realização: Programa de Educação Tutorial – PET Pedagogia UNESP/Araraquara
Data: 18 de setembro de 2014
Horário: 14h às 17h30min

Nas últimas décadas o conceito de mediação tornou-se bastante presente no discurso pedagógico em razão da forte influência da abordagem Histórico-Cultural nos cursos de formação de professores. Observa-se, porém, que, muitas vezes, o termo mediação tem sido utilizado de uma maneira restrita, apenas como sinônimo de ajuda do professor aos alunos na realização de atividades escolares. Diante disso, o objetivo do presente texto é analisar o significado que o termo mediação assume na produção de autores da Teoria Histórico-Cultural, procurando identificar as implicações desse conceito para a organização do ensino. Conclui-se que ao se compreender os conteúdos escolares como mediadores culturais a atenção volta-se não apenas para a relação professor-aluno, mas, sobretudo, para
a relação entre professor-conhecimento-aluno. Como o desenvolvimento humano ocorre pela apropriação da atividade mental presente nos mediadores culturais, a mediação do professor pode ser promotora de desenvolvimento dos estudantes quando os conceitos
científicos – mediadores culturais - estão presentes nessa interação.
Palavras-chave: mediação, ensino, aprendizagem, desenvolvimento, Teoria Histórico-Cultural.

Neste artigo são analisados três aspectos da psicologia de A. N. Leontiev e suas implicações para a reflexão sobre a educação na atualidade: a diferença entre a formação do indivíduo humano e a ontogênese animal; a relação entre a estrutura da consciência e a estrutura da atividade; e, por fim, a questão da alienação como um fenômeno social e histórico.

Chapter 7 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world.  From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Resumen: El trabajo es la piedra angular en la comprensión marxista sobre el ser humano y la naturaleza de su pensamiento. Esto es cierto tanto desde el punto de vista filogenético como del ontogenético. El presente artículo intenta introducirse en esa comprensión partiendo de las ideas de Marx y Engels vistas desde el prisma de la teoría de la actividad. El pensamiento específicamente humano sólo surge cuando el individuo subjetiva las formas socio-históricamente desarrolladas de interactuar con la realidad inscritas en los objetos externos que componen el sistema de la cultura. Esta apropiación tiene lugar no sólo mediante el uso de artefactos, sino también mediante las relaciones que el individuo establece con otros seres humanos en la actividad cotidiana. Casi al final del trabajo, se hace un análisis filosófico de la experiencia educativa con niños ciego-sordo-mudos bajo la dirección de A. I. Meshcheryakov que proporciona un caso paradigmático demostrativo de las tesis sostenidas.
Abstract: Labour is the cornerstone of Marxist understanding of the human being and the nature of his thought. This is true both from the phylogenetic and the ontogenetic point of view. The present article tries to introduce itself in that understanding starting from the ideas of Marx and Engels seen from the prism of the activity theory. The specifically human thought only arises when the individual internalizes the socio-historically developed forms of interaction with reality inscribed in the external objects that constitute the system of culture. This appropriation takes place not only through the use of artifacts, but also through the relationships that the individual establishes with other human beings in daily activity. Near the end of the paper, is made a philosophical analysis of the educational experience with blind-deaf-mute children under the direction of A. I. Meshcheryakov that provides a paradigmatic demonstrative case of the sustained theses. Palabras clave: Marx, Engels, trabajo, teoría de la actividad, humanización.

Chapter 5 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world.  From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

RESUMO- Completando um ciclo de seis artigos, este texto apresenta análise descritiva da carreira de Leontiev entre 1936-7, no contexto das profundas transformações causadas pelo Decreto contra a Pedologia de 1936 e subsequente campanha pública contra o legado vigotskiano. Procura delinear o sentido dessa campanha na sinistra conjuntura dos Grandes Expurgos stalinistas e situar o principal texto de crítica de Leontiev a Vigotski. Trata de mudanças teóricas nas obras dos autores em relação com a imposição de um "puro e genuíno" marxismo-leninismo às ciências. Defendo que Leontiev confundiu o problema ontológico e epistemológico sobre a relação consciência-matéria, repercutindo as cisões stalinistas entre ambas. Ao afastar-se do legado de Vigotski, realizou uma inflexão dualista, objetivista e mecanicista no materialismo psicológico vigotskiano. PALAVRAS-CHAVE: teoria da atividade, Leontiev, Vigotski, psicologia histórico-cultural, União Soviética
Link para o artigo: https://www.scielo.br/pdf/ptp/v35/pt_1806-3446-ptp-35-e35315.pdf

Silvonen, J. (2010). Foucalt and Leontyev. In: J. Kauko, R. Rinne, & H. Kynkäänniemi (Eds.), Restructuring the Truth of Schooling - Essays on Discursive Practices in the Sociology and Politics of Education (ss. 176–196). Helsinki: FERA - Finnish Educational Research Association.

This document is the first part of a paper that I have divided into three sections for discussion here on Academia.edu. In the full paper, I'm offering my take on what activity theory is, primarily, from a philosophical point of view. This first part covers three subsections: a short introduction, my take on the psychological origins of activity theory, and the last one is a reflection on the political implications of such a theory.

Neste texto de 2012, Newton Duarte e Lígia Márcia Martins tomam como ponto de partida as categorias da psicologia histórico-cultural de A. N. Leontiev para, em seguida, desenvolverem uma análise crítica da aliança entre o relativismo cultural pós-moderno e a globalização do capitalismo neoliberal. O artigo é concluído com a defesa de uma pedagogia marxista que articule as ações no campo educacional com a luta mais ampla pela superação da sociedade capitalista.

This article aims to present research questions and theoretical assumptions that underlie Bernard Charlot's theory of the relationship with knowledge and Christine Delory-Momberger's biographical research in education. To do so, it resorts to documentary analysis of books and articles by the authors. The configuration of theoretical and methodological fields of research with their specificities is identified, but also the points of dialogue concerning their research questions and, in particular by the reciprocal theoretical and epistemological interest in studying the construction of individuals as singular and social, from socio-anthropological approaches. Revista Internacional Educon RÉSUMÈ: Cet article vise à présenter les questions de recherche et les approches théoriques de la théorie

Возможна ли марксистская психология? Был ли Выготский Спинозистом? Имел ли Выготский какое-то отношение к теории деятельности, то есть был ли он марксистом.
Размышления на эти и нетолько на эти темы составлют содержание статьи. Статья является ответом на теоретическую позицию, популярную среди левых, симпатизирующих марксизму теоретиков.
Центральный тезис, который аргументируется в статье - марксистское понятие революционной практики, афористически сформулированное Марксом в "Тезисах о Фейербахе" может быть рационально-материалистически понято только на базе ильенковско-спинозовского понимания мышления, как "способа действия мыслящего тела".

O trabalho tem como foco a busca teórica do que é
memória para a Psicologia Educacional e o entendimento dessa
categoria na década de 1940. Para compreender a categoria utilizaremos os pressupostos teóricos da Psicologia Histórico-Cultural
desenvolvidos pioneiramente por Vigotski, Luria e Leontiev na
Russia. A Psicologia Histórico-Cultural (também conhecida como
teoria sócio-histórica ou Escola de Vigotski) teve seus pressupostos gestados entre as décadas de 1920 e 1930.

The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin's contribution. The notion of the embodied agent's object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place " beyond the brain " – as constituted by the agent's activities in the world. From this standpoint, many of Vygotsky's key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not " information storage and retrieval " and that education is not about " knowledge transmission " but instead it is about developing students' minds.

Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

This is the second part of my reconstruction of the activity theory's concept from a philosophical point of view. This part is composed of two sections, a smaller one presenting the problem of the peculiar universality of thought, i.e.,  the problem of the free nature of our activity, and a second section, which is the core of the whole text, addressing the Marxists concepts of practice and labour as activity theory's principles to explain such a universal character of our activity.
I touch upon topics that came out in our discussion of the first part of this text: the dialectics of the active and the passive sides in our necessary relation with nature, the "germ cell" metaphor in relation to the concept of labour as the elemental and original form of human activity, the (limited) role of Spinoza's philosophy for activity theory, etc.
There is also a debate with Peter E. Jones, that could be a source of some polemics.
I'm looking forward to hearing your thoughts and engaging in debates.
Best,
Rogney

En este texto se analiza la economía mexicana utilizando la matriz insumo producto desde una perspectiva de teoría de redes para encontrar propiedades que se encuentran escondidas en el análisis tradicional de la matriz de Leontief. De esta forma, encontraremos como en México el sector electrónico, informático y de telecomunicaciones se encuentra posicionado en relación con los demás sectores, utilizando índices y medidas que sugiere Antonio Morillas en sus diversos trabajos, al analizar la economía andaluza (España).
This text analyzes the Mexican economy using the input-output matrix from the perspective of network theory to find properties that are hidden in the traditional analysis of Leontief ´s matrix. In this way, we will find how the electronic, computer, and telecommunication sector in Mexico is positioned in relation to other sectors, using indexes and measures suggested by Antonio Morillas in his diverse works, to analyze the regional economy of Andalucía, Spain.

The human faculty of action, understood as a physical and mental capacity to perform conscious actions and participate in collective activity, is formulated and analyzed in this paper within the framework of activity theory and is complemented with neurobiological evidence. The paper starts out from the observation that the innate abilities underpinning the faculty of action were originally developed in the course of biocultural evolution. In agreement with the foundational ideas of activity theory, the main instrument of analysis of the faculty of action is defined in this work as an 'action-thought', an elementary unit of activity and actional thinking. Action-thoughts both guide and represent actions and are also employed in their mental rehearsal as well as in decision-making. The faculty of actions appears at the highest level in the hierarchy of motion control as originally outlined by N. A. Bernstein. This hierarchy, the paper argues, must be amended and completed with the addition of one further level of external action control, which characterizes the individual's ability to act collectively by means of commanding/obeying. In closing, the primary role of actions in languaging is discussed, as well as the action-based generation of meaning and language acquisition.

The professional activity of fully developed, educated individuals, who get the most out of their knowledge and intellect at work, has attracted as of yet little interest in modern cognitive science and the philosophy of mind, though both focus on the analysis of elementary thoughts and actions. In this paper I propose a unified approach to both elementary and complex actions which is based on a concept of "action-thoughts", in which the mental and physical aspects of actions are fused together. The genesis of this concept is presented in the framework of holistic paradigms of externalism and enaction.

Este artigo propõe-se a realizar análise crítica de alguns aspectos
da história da troika Vigotski-Luria-Leontiev a partir da discussão de
Yasnitsky das diversas fases do Círculo de Vigotski. Caracteriza-se como
estudo histórico e teórico de A.N. Leontiev no contexto da década de
1930, em que se estabeleceu um novo sistema de produção científica no
bojo do regime stalinista. Nesse cenário, debate-se o afastamento entre
Vigotski e Leontiev problematizando a relação entre consciência e vida
como foco importante das diferenças teóricas entre os autores. Finalizase
o artigo apontando o marxismo carente de mediações para o qual
Leontiev se desloca ao criticar Vigotski, de modo a se contribuir para a
crítica da tese de que o afastamento Vigotski-Leontiev constitui-se em
tentativa de neutralizar o marxismo de Vigotski.

The article retraces the fate of Spinoza’s ideas in cultural-historical psychology, from the late works of Lev Vygotsky to Evald Ilyenkov. Following Spinoza, Vygotsky considers affect to be the alpha and omega of all psychic development. The central problem both of Ethics and of Vygotsky’s last manuscripts is the way to freedom by means of the rational mastering of affects. Vygotsky died before he could carry out his project of a “new psychology” based on Spinoza’s idea of man. His students were not able to continue his work.

Contrary to the current general opinion about the Soviet Union, the question 'What is Philosophy?' had not been resolved once and for all. Despite all constraints, there always remained thinkers who defended philosophy of a critical Marxist kind against the positions that comformed to the official dogmas and ideologies.
The work of Evald Ilyenkov (1925-1979) can be seen as the most important example
of the struggle for a true communist "Soviet Philosophy" – a struggle that for him ended tragically. In this evening talk David Bakhurst will introduce Ilyenkov’s work and argue for it's philosophical potential. Since his seminal "Consciousness and Revolution" (1991), Bakhurst is one of the very few who attempt to reappraise key aspects of Soviet philosophy and psychology. Recent interest in the conjecture of political and epistemological questions in general and in re-reading Marx in
particular indicates the vital necessity of these endeavors. Bakhurst will also show the connections of Ilyenkov's philosophy to the work of Lev Vygostskij and other Soviet proponents of the Cultural-Historical Psychology and Activity Theory and will outline the consequences of Ilyenkov’s approach for the philosophy of mind and education.

David Bakhurst is Charlton Professor of Philosophy at Queen’s University,
Kingston, Ontario and Visiting Professor at the Institute of Education of the University of London. After graduating from Keele University in the early 1980s, he studied at Moscow University and, after his return to Britain, at Oxford, where he was a student of John McDowell. In his last monograph "The Formation of Reason" (2011) he defends a socio-historical approach for the philosophy of mind and education by drawing on ideas of McDowell. Bakhurst was recently elected a
fellow of the Royal Society of Canada.

According to Leontiev’s “activity approach,” the external world
is not something available to be “worked over” according to a
subject’s inner or “ideal” representations; at stake instead is
the emergence of an “idealized” objective world that relates to
a subject’s activity both internally and externally construed. In
keeping with a Marxian account of anthropogenesis, Leontiev
links the emergence of “ideality” with social activity itself,
incorporating it within the general movement between the
poles of ‘inner’ cognition and ‘external’ action. In this manner,
Leontiev both parallels and goes beyond Hutto and Myin’s recent
“enactivist” account of “content-involving” cognition, where
representational thought depends on socio-cultural scaffolding
and, as such, is uniquely human. What traditionally comes to
be called representational content is for Leontiev the result of
the transition from a primitive cognitive apparatus of “image-
consciousness” to a one which is mediated by social activity. For
the being endowed with “activity-consciousness,” mental content
is something apprehended by assimilating “the objective world
in its ideal form” [Leontiev, 1977, p. 189]. And the precondition
for such assimilation is the apprehension of meanings from their
origin in the social-material system of activity. The genesis of
content-involving cognition is thus coeval with the development
of socializing activity systems, replete with the external
representations of values and norms as described in enactivist
literature as publicly scaffolded symbol systems. Leontiev thus
offers an anti-internalist account of cognition commensurate
with Hutto and Myin but with the added dimension of a
developmental scale of analysis with which to explain the origin
of human-specific cognition.

Una tabla input-output no es un modelo económico en sí, es una representación analítica lo más completa posible de los flujos de bienes y servicios que se dan entre los actores en un sistema económico. Se habla de modelo de Leontief cuando se parte del hecho del sistema económico representado en la tabla es estacionario, es decir se reproduce de la misma manera año tras año, y ello implica que la fuerza de trabajo que emplea cada sector es fija, como también lo son los conocimientos técnicos o la tecnología que determina que para la producción de un bien determinado se necesiten ciertas cantidades de otros bienes. También requiere que las decisiones de consumo no varíen de año en año, los bienes sean adquiridos en los mismos mercados de origen, y que los empresarios se conformen con la misma tasa de beneficios.

No Brasil, tem havido notável crescimento da chamada"teoria da atividade", cuja fundamentação é associada especialmente ao pesquisador russo A. N. Leontiev (1903-1979). Isso se tem feito em conexão direta com a noção de que Vigotski, Luria e Leontiev compuseram uma troika, responsável pela elaboração da teoria histórico-cultural e da teoria da atividade. O objetivo deste artigo é iniciar a problematização da própria veracidade dessa narrativa a partir de uma análise do contexto no qual se dispôs o conteúdo das críticas stalinistas a Vigotski de 1931-1937, da construção do sistema de produção científica no regime soviético e dos contrastes políticos e culturais entre os anos de 1920 e 1930 - especialmente o estabelecimento do marxismo-leninismo e o pragmatismo como marcas do regime stalinista. O texto contribui para a análise das ideias e frentes de trabalho vigotskianas condenadas pelos críticos stalinistas e suas potenciais repercussões na psicologia soviética elaborada nos anos de 1930.

Palavras-Chave: Leontiev; teoria da atividade; psicologia histórico-cultural; stalinismo; ciência stalinista

Teknologi er højt på den politiske dagsorden, idet teknologi blandt andet betragtes som et middel til at sikre dansk konkurrenceevne i et fremtidsperspektiv. Det afføder krav til læreruddannelsen om, at teknologi indgår i undervisningen, og om at de studerende på læreruddannelsen forventes at lære at bruge teknologi i undervisningen.

Denne afhandling undersøger, hvordan denne teknologibrug kan forstås i et underviserperspektiv. Med et teoretisk afsæt i virksomhedsteori fokuserer afhandlingens analyser på, hvilke objekter, motiver og rettetheder underviseren har i undervisningssituationen. Analysen udpeger teknologi som andet og mere end blot et undervisningsredskab. Den optræder fx i nogle situationer kontraproduktivt til undervisningens flow og opmærksomheden i undervisningens sociale rum.

Afhandlingen peger på, at underviserne træffer valg i undervisningssituationen, der drejer sig om at få undervisningen og undervisningsrummet til at fungere og i mindre grad om at bringe teknologi i anvendelse. På den baggrund udpeges undervisningen på læreruddannelsen i afhandlingen som et modsætningsfyldt felt, hvor underviserne skal agere under én type krav til den forestillede undervisningspraksis, men hvor der i den realiserede undervisning må tages andre hensyn, og hvor underviserens ærinde bliver et andet end det politiske.

RESUMO: O presente trabalho resulta de levantamentos de letras de músicas regionais sobre o homem pantaneiro sul-mato-grossense que, por sua vez, têm o intuito de perceber como esse homem é revelado e como se dá sua cultura e constituição. No desenvolvimento do trabalho percebemos que a música é importante nesse processo de apreensão e de devolução, pois ela revela o sujeito que se insere nesta cultura. Neste estudo, consideramos que a música, também, é produto dessa cultura, juntamente com seus ritmos, musicalidades, letras e maneiras de cantar. No entanto, e para a realização desta pesquisa, destacaremos, em meio a esses aspectos componentes da manifestação musical, apenas as letras musicais como instrumento para verificação da identidade de tal homem pantaneiro. Consideramos que a música (a partir de suas letras) é uma expressão cultural importante e que revela a constituição desse homem. A partir dela pode-se, igualmente, reconhecer o processo educativo de uma cultura e as principais características que constituem o homem. O referencial teórico que utilizamos para análise, citado anteriormente, está baseado na Teoria Histórico-Cultural, principalmente na teoria da Atividade de Leontiev. Na fase do levantamento, foram encontradas 133 músicas que abordam o pantanal, aqui foram priorizadas apenas as que continham, no título ou nos versos das músicas, a palavra " pantanal " , totalizando 36 obras que serão analisadas. Os resultados da pesquisa mostram que a constituição identitária do pantaneiro sul-mato-grossense relacionando-a as atividades de peões, boiadeiros e laçadores, pois esses traços ajudam a compor a identidade e o jeito de ser pantaneiro.

Siyaves Azeri (2020) quite well shows that arithmetical thinking emerges on the basis of specific social practices and material engagement (clay tokens for economic exchange practices beget number concepts, e.g.). But his discussion here is relegated mostly to Neolithic and Bronze Age practices. While surely such practices produced revolutions in the cognitive abilities of many humans, much of the cognitive architecture that allows normative conceptual thought was already in place long before this time. This response, then, is an attempt to sketch the deep prehistory of human cognition in order to show the inter-social bases of normative thought in general. To do this, I will look first to the work of Vygotsky and Leontiev, two often neglected psychologists whose combined efforts culminate in a developmental account of human cognitive origins. Then, I will review some key insights from the contemporary comparative psychologist Michael Tomasello—whose project is admittedly a Vygotskian one—in order to further shed light on the social-practical basis of abstract thought, of which mathematical cognition is surely a part.

ABSTRACT – Closing out a set of six articles, this text presents a descriptive analysis of Leontiev’s career between 1936-7 in the context of the profound changes caused by the Decree against Pedology and subsequent public campaign against the Vygotskian legacy. This paper seeks to outline the meaning of this campaign within the sinister context of the Soviet Great Purge and place Leontiev’s main critical text of Vygotsky in the context of the enforcement of a “pure and genuine” Marxism-Leninism on the sciences. We claim that Leontiev confused the ontological and epistemological problem of the relationship of consciousness to matter, reflecting the Stalinist divisions between them. When Leontiev moved away from Vygotsky’s legacy, he pursued a dualist, objectivist, and mechanistic inflection of Vygotsky’s psychological materialism.
KEYWORDS: activity theory, Leontiev, Vygotsky, CHAT, Soviet Union
https://doi.org/10.1590/0102.3772e35315

О теории деятельности А. Н. Леонтьева и о том, что в ней нехватает. Отрицательный синтез бихевиоризма и когнитивизма и отрицательный же синтез психоанализа и социальной психологии. Теория социальной идентичности Ласло Гараи. Приложение теории социальной идентичности к экономической психологии.

"L'urgenza di superare antiche forme di produzione non si presenta solo come rivendicazione ideale, ma come concreta evidenza che condanna le forme antiche e mostra il rendimento infinitamente superiore delle nuove, anche prima della rivoluzione politica. Il feudalesimo vacilla perché, a suo tempo, le scoperte tecniche e meccaniche mostrano come si abbiano prodotti con sforzo minore dalle prime manifatture e aziende agrarie con lavoratori liberi che nei mestieri artigiani e nelle campagne feudali. Quindi in pieno regime feudale già vi è una parte sempre maggiore della produzione che è impiantata capitalisticamente. Deve dunque essere possibile riscontrare nel capitalismo avanzato i saggi di organizzazione futura comunistica".

Este trabajo presenta un análisis, mediante una metodología de casos, de la forma que adquiere la tendencia de la flexibilización en el diseño de planes de estudios dentro de las Instituciones de Educación Superior (IES) bajo el paradigma de la complejidad. Dado que la premisa de la que se parte en este trabajo es que el currículum es una herramienta de culturalización, se propone la lectura de la flexibilización bajo la perspectiva cultural del socio-constructivismo. Así, la conclusión a la que se llega es que la flexibilización como tendencia en el diseño de planes de estudio debe recuperar su sentido cultural y función epistemológica como parte de una realidad compleja, es decir, que sea la universidad una institución que participe de manera activa en el avance, desarrollo y encuentro de las culturas, así como de sus conocimientos.