A atividade de estudo nas aulas de História: do interesse ao desenvolvimento do pensamento teórico.

Abstract

The present research elaborates and develops the analysis of the Study Activity Theory (SAT), proposing to identify and analyze its links with the Historical-Cultural Theory (HCT) and with Developmental Didactics. The objetive is to propose methodologies for teaching and learning School History that consider the principles of TAE, THC and Developmental Didactics. The research is of a theoretical nature, and methodologically developed from the following moments: analyzes of seminal texts of THC – notably the works of L. S. Vigotsky and A. Leontiev; systematization of the main contributions of V.V. Davydov, D.B. Elkonin, V.V. Repkin; analysis of contemporary productions on TAE, Developmental Didactics and on teaching and learning processes of History in school institutions. The analysis of the theoretical framework and contemporary debates about school history allowed the elaboration of a synthesis on the difficulties faced by teachers and students in the production processes of school history knowledge, as well as the identification of the necessary modification in the subject's curricula. The theoretical references of THC, TAE and Developmental Didactics made it possible to propose a methodology for teaching and learning school history based on conceptual learning, on the development of theoretical thinking and on students' interest in the knowledge provided by history as a field of knowledge.