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El presente ensayo plantea y defiende la tesis de que algunos de los desarrollos contemporáneos en el enfoque histórico-cultural son de gran pertinencia a la educación y las prácticas pedagógicas, en particular las elaboraciones de la relación aprendizaje-desarrollo según conceptualizada por Vygotski. Con fundamentación en estudios realizados por la autora, su objetivo es brindar información sobre los antecedentes de estos desarrollos, discutirlos y analizarlos, y compartir reflexiones con respecto a sus implicaciones. El abordaje al tema se realiza mediante una revisión crítica de literatura académica contemporánea que elabora algunas ideas y produce investigaciones inspiradas en el legado L.S. Vygotski. Consistente con el enfoque histórico-cultural, el examen de las producciones teóricas e investigativas contemporáneas comienza por establecer sus antecedentes y contextualizarlas. Del análisis resulta una perspectiva compleja en la que conceptos relegados en lecturas e interpretaciones de la obra de Vygotsky pasan a ocupar un lugar central. Se concluye que desde ese lugar se han generado y siguen generando propuestas para transformar la educación tradicional en una práctica orientada a la equidad y la justicia social.

In this article, we put into action a new conceptualization of self-talk using the methods of analysis developed in a previous article. To this end, we analyze the cue word "En Avant" (forward) that William, an Olympic mogul-skiing champion, says to himself when he does a double twisting backflip on the first jump of a mogul run. The description of the different properties of the cue word "Forward" led us to propose three effects: 1) the cue word brings out a language function within a motor activity, 2) the cue word supports the deployment of the different possible actions and carry out the choice of the right action, 3) the cue word allows live feedback on the action. The discussion in this article shows how the effects of the cue word do not exist per se, they exist through the dialectical relationship between the athlete and the word, and are the product of a development. [ABSTRACT FROM AUTHOR]

Este artículo es una revisión temática del concepto de perezhivanie, el cual desde hace aproximadamente dos décadas recibe creciente atención en el campo de estudios vygotskianos. En el trabajo examino por qué un concepto que en este momento histórico recibe tanta atención en la perspectiva histórico-cultural fue invisibilizado en las lecturas e interpretaciones dominantes de la obra de L.S. Vygotski. Tras ese ejercicio de reflexividad histórica examino el lugar del concepto en la obra de Vygotski y el lugar prominente que ocupa actualmente en el enfoque histórico-cultural. En ese recorrido discuto algunos obstáculos enfrentados en la recuperación del concepto desde problemas de traducción hasta diversidad en su significación. El objetivo es ofrecer una perspectiva amplia y compleja orientada a promover una aproximación contextualizada y crítica del concepto en sus aplicaciones actuales a diversas áreas de la psicología y la educación.

In this article, based on Vygotsky's writings, we propose an epistemological shift in the study of self-talk in sport. To do this, we identify the characterizing elements of self-talk, i.e. the situation, the subject and the words, and formalize their properties and relationships using the theories of Vygotsky and contemporary authors (Rabardel, Pastré, Clot, Vergnaud and Friedrich). This work of conceptualization leads us to define self-talk as an instrumental act that is part of a mediating activity, in other words a situated, embodied and dynamic phenomenon. [ABSTRACT FROM AUTHOR]

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This article argues that there is a crisis in the conception of what is human, resulting from the growing tendency to uncritically accept the assumptions of the technological paradigm or episteme and the model of the future that this approach takes for granted. In the authors' opinion, this state of affairs derives from successive scissions that have taken place in the history of our development as a species (the scission of the cerebral hemispheres) and in the history of thought and science (first-order cybernetics versus second-order cybernetics; inert matter versus living matter; the technological versus the organic; natural intelligence versus artificial intelligence). In the face of the apparent triumph of the mechanistic assumptions that support transhumanism, the principles that have governed the origin and evolution of life are recalled, as well as the constitutive principles of the human psyche, among which the construction of consciousness and freedom, called for from Vygotskian Acmeist psychology, should be highlighted. These principles are those which, in the authors' opinion, should govern any alternative for the future. [ABSTRACT FROM AUTHOR]

En el presente trabajo se estudia la emergencia del habla privada como instrumento de regulación de las propias acciones. Planteamos como objetivo explorar su funcionalidad cognitiva en diferentes contextos comunicativos y dentro de un estudio longitudinal con 10 parejas de niñas y niños evaluadas a los 4;6 años y posteriormente a los 6;6 años. Los resultados muestran un incremento del habla privada entre los 4;6 y 6;6 años en una tarea comunicativa referencial pero no en una tarea de juego tipo Lego. La discusión de los resultados nos conduce a reconsiderar críticamente la teoría al respecto de una variación de las formas privadas con la edad. Parece más adecuado hablar de un patrón altamente sensible a los aspectos contextuales de la tarea, incluyendo sus demandas cognitivas y el contexto comunicativo en que aparece.

En esta edición de la revista Obutchénie se presenta el dossier El estudio de la personalidad en los procesos educativos desde la perspectiva histórico cultural. Este dossier está integrado por ocho artículos, en los cuales se plantean propuestas para la investigación de la personalidad dentro del contexto educativo, a partir de la organización de actividades relacionadas con la evaluación y la intervención en diferentes participantes educativos. Los autores basan sus investigaciones en el enfoque histórico cultural, retomando autores como Vygotski, Bozhovich, Leontiev, Talizina y Davidov para el análisis de la personalidad en niños, adolescentes y adultos, teniendo estos diferentes papeles dentro del proceso educativo: alumnos, maestros o padres de familia. El proceso educativo implica diversos participantes y actividades, en el cual además es posible identificar y organizar los elementos que favorecen el desarrollo de la personalidad. Para esta tarea, los educadores (docentes, padres de familia) requieren conocer qué significa la personalidad y cuál es su desarrollo. La teoría de la actividad propuesta por Leontiev (1993) permite conocer cuál es su contenido (objetivo, objeto, ejecución, acciones, etc.) y estructura (jerarquía de motivos), además Talizina (2019) incluye el motivo como parte fundamental de la actividad de aprendizaje. El desarrollo de la personalidad también ha sido estudiado por Bozhovich (1976), así como su relación con las actividades rectoras de las edades psi-cológicas.

This article presents the possibility of individual psychotherapeutic intervention for adults based on Historical-Cultural Psychology. Among other possibilities, we understand that Vygotskian psychology offers a basis for the psychotherapeutic interventions elaboration that aims to act on the subject's consciousness formation process. Some assumptions guided the analysis of the theme, as shown below: consciousness is conceptualized as a psychic reflection of reality; all higher psychological functions act in the complex process of capturing reality, in the transformation of sensory information into processes of abstraction in the form of concepts; in the process of consciousness formation, the cognitive and affective aspects compose a dialectical unit, which is formed from the interpsychological to the intrapsychological plan; and the health-disease process, which is understood linked to historical and cultural conditions, as well as psychic suffering is understood from its genesis in the critical processes of social life. From this, we discuss some propositions that can support the psychotherapeutic practice that aims to work on the process of consciousness formation. From this, we discuss some propositions that can support the psychotherapeutic practice that aims to work on the process of consciousness formation. The psychologist's intervention turns to the analysis of the subject's history, in its constitutive individual and social processes which take place within the capitalist society, and seeks to understand the movement of consciousness formation and psychic suffering, which is established from the singular-particular-universal dialectic dynamics; aiming to apprehend how the critical processes of social life, historically constituted, engendered the suffering experienced. Thus, such intervention makes it possible for the subject to become aware of the historical and social relations that determine the person, how the social reality constitutes oneself, and what is the person's active role in this process. Based on Vygotsky, we understand that becoming aware of the relationships that corroborate to constitute the individual's consciousness, and suffering provides the subject with new conditions for coping with his psychic suffering. [ABSTRACT FROM AUTHOR]

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The dialogicity between the creative work of L.S. Vygotsky and Paulo Freire's has been a topic of interest to me for more than two decades. That dialogicity is particularly notable with regard to the issue of consciousness. However, the literature examining this subject, its background and its implications for psychology and education is scarce. This article is an attempt to help remedy that situation. It aims to analyze the place of consciousness in the work of both authors and the implications that their conceptions on the origin and development of consciousness development have for psychology and education.

A doutrina elaborada por Vygotski a propósito dos conceitos científicos, que são o conteúdo do ensino escolar, é produto direto de sua reflexão geral sobre a aprendizagem mediatizada, concebida como determinante essencial do desenvolvimento humano (ver Kozulin, no presente volume). Segundo Vygotski (1978, 1981, 1986), todos os processos mentais especificamente humanos (considerados como processos mentais superiores) passam pela mediação de ferramentas psicológicas como a linguagem, os signos e os símbolos. Foi a sociedade dos homens que inventou esses símbolos, e as crianças os adquirem no curso de sua comunicação interpessoal com os adultos e com seus pares mais experientes. Essas ferramentas, quando as crianças enfim as adquirem e as interiorizam, funcionam como mediadores de seus processos mentais superiores.

O estudo do sentido pessoal atribuído à atividade docente pelo professor do Ensino Básico foi o objetivo principal da pesquisa realizada e apresentada neste resumo. Partimos do referencial teórico-metodológico da Psicologia Histórico-Cultural com as contribuições em especial de Lev S. Vigotski (1934/2001) na obra A construção do pensamento e da linguagem e nas obras de A. Leontiev (1975/1978, 1975/1983) O desenvolvimento do psiquismo e Atividade, Consciência e Personalidade. Nesse caminho, nos voltamos ao estudo de como o desenvolvimento da atividade docente é constituído a partir do sentido pessoal que se elabora sobre as ações de ensino realizadas. É necessário nos debruçarmos em quais são os sentidos que o professor atribui à sua atividade, pois é a partir deles que se elabora a atividade de ensino e, consequentemente, são trabalhados os conteúdos escolares – e ainda incidirá sobre os sentidos que serão constituídos pelos alunos ao se apropriarem de tais conhecimentos.

The paper aims at communicating the origin and evolution of the application of psychological science to the multidisciplinary field of occupational health in Cuba. Several factors are taken into account in this process : the social and socio-labor context, with a relatively extensive exposure, given the uniqueness of the Cuban social system. The trajectory of occupational health in the country and its current critical situation. The contributions of the professional practice of psychologists in work scenarios, which gave rise to occupational health psychology as a line of work in research, teaching and professional practice. It emphasizes the need to develop theoretical and methodological work in this area from a psychodynamic point of view, which takes subjectivity into account, for which the cultural historical approach of L. S. Vygotsky is proposed.

Es creciente el interés en torno al papel que ocupan las emociones y las relaciones en los procesos educativos. La escuela se presenta como uno de los contextos de socialización y desarrollo principales. Desde una perspectiva socio-cultural llevamos a cabo un estudio fenomenológico descriptivo en el que recogimos las voces de diecisiete profesoras de educación infantil en torno a sus ideas y vivencias sobre el papel de las competencias emocionales en su actividad profesional.Nuestros resultados muestran que con diferentes grados de conciencia las profesoras explican que las relaciones con niños, familias y compañeros están influidas por sus emociones y a su vez influyen en ellas, suponiendo una alta exigencia emocional al situarlas a ellas en el centro de la red de relaciones de la comunidad educativa.

Résumé: Après avoir esquissé les grandes lignes de la biographie de AR Luria, cet article présente ses travaux en psychologie générale, essentiels pour la compréhension de sa conception de la neuropsychologie : 1) sa participation à la construction de la théorie historique et sociale de la psychologie, développée avec LS Vygotski ; 2) le rôle du langage dans le développement des activités psychiques supérieures chez l'enfant (i.e. conscientes et volontaires) et, tout particulièrement, la régulation du comportement par le langage intérieur. Starting with an overview of AR Luria's biography, we will present his works in general psychology which are key to his conception of neuropsychology (this will be developed in a forthcoming paper). We will focus on the construction of the historical and cultural theory of psychology developed with LS Vygotski, according to which, in man, the natural mental activities, related to the genetic evolution and shared by all humankind, are transformed into higher cortical functions (that is conscious and voluntary activities) through the mediation of language and the products of social activity, thus differ according to the development of societies. We review the Luria's studies devoted to support the theory in his expeditions in Central Asia, his studies in twins and intellectual disabled children, and the demonstration of the role of speech in the child development of the higher mental activities and regulation of behavior. [ABSTRACT FROM AUTHOR]

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In this paper it is argued that perezhivanie (i.e., lived experience), understood as dynamic symbolic-affective units, which irreducibly includes the individual-context producing psychological, social and cultural experiences, allows to overcome some traditional dualisms based on cartesian legacy between mind and body, individual and society or intelligence-cognition versus emotion. It is assumed, in that regard, the need to understand life experiences as unfinished, unpredictable, and creative synthesis between the developing person and the environment. Putting the focus on learning, it is presented two contemporary approaches that reinforce this idea: the transactional psychology and the theory of subjectivity. According to the first one, the reality is defined as "event/processes" in an ontology of life as a constant movement and change rather than of composed by fixed "things/entities". Regarding the second one, it is proposed a new ontology of subjectivity where the constant movement of lived experiences is understood as processes and symbolic-emotional organizations that are generated by human being, thus being qualitatively different processes from psyche. Both approaches are discussed in the context of an unfinished Vygotskian project on the elaboration of a psychology of human experience. [ABSTRACT FROM AUTHOR]

The paper aims at communicating the origin and evolution of the application of psychological science to the multidisciplinary field of occupational health in Cuba. Several factors are taken into account in this process: the social and socio-labor context, with a relatively extensive exposure, given the uniqueness of the Cuban social system. The trajectory of occupational health in the country and its current critical situation. The contributions of the professional practice of psychologists in work scenarios, which gave rise to occupational health psychology as a line of work in research, teaching and professional practice. It emphasizes the need to develop theoretical and methodological work in this area from a psychodynamic point of view, which takes subjectivity into account, for which the cultural historical approach of L. S. Vygotsky is proposed. [ABSTRACT FROM AUTHOR]

The understanding of the concrete, non-dualistic human being with dialectical bases has been a concern since the first generation of the Soviet psychological school. The studies elaborated by this school, later denominated Historical-Cultural Psychology, subsidized the understanding that throughout the life, when performing activities to maintain its survival, the human being modifies its external and internal conditions, that is, it modifies the environment in which lives and their psychic functions. In the present article, the objective is to analyze the periodization of human activity in Vygotski (1896-1934), Leontiev (1903-1979) and Elkonin (1904-1984), in the search for elements that interpose continuities or ruptures of their bases. These are three classic authors who give psychological foundation to the studies of Historical-Critical Pedagogy and that although they belong to the same psychological school, they bring different emphases to think periodization. In order to reach the desired goal, a search of the classic texts of these authors was made available in Portuguese and Spanish, and a comparative table was drawn from the main periods: early childhood, childhood, adolescence and adult life. The line of defense adopted is that the periodization studies presented by Leontiev and Elkonin are a continuation of Vygotsky's studies. The latter devoted himself more to internal questions, to raising the level of psychic development, while still considering it to be dependent on the situation of concrete life. Already Leontiev and Elkonin further explore the influence of social activity on psychic development and established relationships, based on the categories of dominant activity. [ABSTRACT FROM AUTHOR]

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Trabalho aqui será entendido como a transformação da natureza pelo homem. Estudando o legado teórico de Vygotski se percebe aí influência significativa das ideias de Marx, sendo que o conceito de trabalho é um ótimo exemplo para demonstrar tal aproximação. Nessa direção, o que aqui se apresenta caracteriza-se como um ensaio teórico que busca lançar algumas ideias sobre o conceito de trabalho na Teoria Histórico-Cultural – de modo algum se esgotam as possibilidades de relações, trata-se, antes sim, de uma interpretação, uma leitura que aponta encontros nas proposições de Marx/Engels e de Vygotski. Na análise da categoria de trabalho propõe-se dois momentos, o primeiro que percebe o trabalho como alienação e o segundo que o entende como atividade vital. Esse duplo caráter explica-se a partir da análise histórica do trabalho na humanidade. Resumidamente, pode-se afirmar que o trabalho possibilitou ao homem tornar-se humano, mas a divisão social do trabalho na sociedade capitalista acaba alienando o homem nesse processo. Assim, o homem primitivo que no trabalho desenvolveu as ferramentas para ampliar a ação dos seus órgãos sob o meio, a sociedade capitalista veio transformado-o em ferramenta, em máquina.

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Craving is a central issue in the care of people with problems due to the use of alcohol and other drugs, and is considered an inability to control the desire for consumption. However, there is no clear definition of this phenomenon. We investigated the concept of will in the works of Lev S. Vygotsky (1896-1934), considering that his approach could contribute to understanding the craving. We reviewed the literature on craving and performed a focal analysis of the concept of will in selected texts by Vygotsky. Despite the controversies over the definition of the craving phenomenon, Vygotsky's proposition that the will is a superior psychological function mediated by auxiliary motives makes it possible to deepen the understanding of the craving. Craving management thus depends not only on individual initiative, but also on questions about the social, political, and historical logic that presides over the meanings of drug use. [ABSTRACT FROM AUTHOR]

Este trabajo persigue dos objetivos; en primer lugar, exponer sucintamente algunas de las características de las categorías conceptuales que constituyen el núcleo duro de los enfoques socioculturales, tanto en su formulación vygotskiana (Teoría Histórico-Cultural), como en aquellas postvygotskianas. Ello permitirá sentar bases conceptuales desde las cuales encarar el segundo objetivo, a saber, analizar el texto Imaginación y creatividad en el adolescente [Pedologija podrostka (Pedagogía del Adolescente), 1931] de Lev S. Vygotski. Dicho texto resulta un caso de análisis útil tanto para ilustrar el abordaje sociocultural del autor en relación con la creatividad y su vinculación con otras funciones psicológicas al interior del desarrollo sociogenético del individuo, como su poder de creación de consciencia y control autorregulatorio. las organizaciones y la sociedad en reducir las desigualdades en el lugar de trabajo y apoyar mejores acciones preventivas.

O presente texto resulta de investigação bibliográfica e de um exercício teórico-metodológico sobre a obra Psicologia da Arte, de L. S. Vigotski (1999), visando aprofundar uma reflexão sobre o objeto e método da própria psicologia da arte. Objetiva-se, assim, discutir as possíveis contribuições da arte para o desenvolvimento humano com base na teoria histórico-cultural. Propõe-se que o objeto da psicologia da arte é o estudo da estrutura da obra, que deve provocar uma resposta estética e impactar a psique do fruidor. Considera-se que a arte, por sua estrutura específica e condição de objeto cultural, pode trazer desenvolvimento à psique humana pois, entre outros aspectos, possibilita a duplicação do real no âmbito intrapsiquíco, ao oferecer ao fruidor a vivência, por meio indireto, sobretudo de emoções e sentimentos não cotidianos.

O ensaio apresenta uma discussão de textos de Vygotski traduzidos para o francês no livro Conscience, inconscient, émotions. O primeiro, "A consciência como um problema da psicologia do comportamento", publicado em 1925, é uma conferência, proferida em 1924, no Instituto de Psicologia de Moscou. O segundo, "A psique, a consciência e o inconsciente" foi publicado em 1930. Ambos figuram no primeiro tomo da edição russa, em seis volumes, das obras de Vygotski. O terceiro, "As emoções e seu desenvolvimento na infância", é uma das conferências sobre psicologia feitas no Instituto Pedagógico Superior de Leningrado, em 1932, que figura no segundo tomo das referidas obras. Escritos entre 1924 e 1932, os textos acompanham oito anos de uma década prodigiosa da produção de Vygotski e são debatidos à luz de publicações recentes, sobretudo, na Psicanálise. Nesse debate, a consciência aparece como um trabalho de conexão, sempre sujeito à desconexão.

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The aim of this contribution is to re-examine Vygotsky's conception of the relations between verbal significations, the development of these significations and cognitive development, based on the propositions he formulated in this field in his two fundamental works, The History of the Development of Higher Mental Functions, and Thought and Language. To this end, the authors first review Vygostky’s conception of verbal signals, analyze the reasons that led him to challenge the arbitrariness of signs, and highlight the successive values he attributed to signs and to significations. The authors then discuss Vygotsky’s perspective on the development of the symbolic function, posing that each type of signal has a distinct “representative value”, and thus differing from the Piagetian approach. On these grounds, the authors reformulate the general principles of the historical-cultural approach and show the important similarities between the approaches of Vygotsky and Saussure, concerning the conception of signs, the fundamentally evolutionary character of meanings, as well as their role in the development of children's thinking. [ABSTRACT FROM AUTHOR]