A importância da intervenção pedagógica na perspectiva vygotskiana para uma educação para o pensar

Abstract

Vygotsky, while introducing his theory about the Actual Development Level, the Level of Potential Development and the Zone of Proximal Development, brought a new concept of Pedagogical Intervention. The aim of this study is to find out how the teacher, a mediator and facilitator, in a Vygotskian approach, acting in the Zone of Proximal Development, may stimulate the development and improvement of certain intellectual skills in their students in order to encourage them to an Education to Think, which incites students to think in an autonomous, reflexive, critical, deep, systematic, creative, historically and socially contextualized way. In order to understand some fundamentals of the Education to Think, we have chosen three authors who, in our estimation, represent the basis of such “guiding culture”, namely: Marcos Lorieri, Matthew Lipman and Paulo Freire. Having as a background a case study of a 6th-grade-middleschool-group of 25 students from a Secondary Education private school in the city of São Paulo, we have analyzed the data collected in three different situations: in observation of attended classes, in data from questionnaires responded by the students and data from a questionnaire responded by the teacher. As we are working with a descriptive and interpretative analysis, we have aimed to collate this data with our theoretical reference. The data revealed by the present field research demonstrates there is complementariness between the mediation set by Vygotsky and what the Education to Think intends to promote: a student who is turned into a thinking, conscious and querist being, who is more competent and prepared to face the uncertainties of the future