Perspectivas e desafios da relação Psicologia Histórico-Cultural e Educação: um estudo a partir das publicações na ANPEd entre os anos de 2000 e 2017

Abstract

This research linked to the study of Human Development and Humanization: contributions of Cultural Historical Psychology was defined as a research of a descriptive nature and a review study of bibliographical survey whose objective was: to investigate from the works of ANPED, in what way Psychology Cultural History can contribute to articulations with education in the perspective of teacher training and performance. Thus, from the definition of the studies and research presented in the GT 20 - Educational Psychology, 13 papers were selected that could be linked to three categories that contemplate the debate of the discussions and challenges of the relation Cultural Historical Psychology and Education. The first category discusses the challenges of developing the Professional Identity. The second, entitled Training Spaces, encompasses studies that focus on the debate about initial and continuing training, as well as its challenges and dilemmas. And finally the third named as New paradigms and educational conceptions, approaches studies that directly and indirectly focus on the challenges of pedagogical practices. It was tried to demonstrate that there are important elements of the Psychology.Historical-Cultural able to offer criticality in the analyzes about the teacher formation and its spaces of configuration. Therefore, the research identified issues relevant to teacher education in alignment with the social perspective of development, making the relationship between Psychology and Education based on critical references. It can be evidenced that the studies alarm in a general way the importance of the spaces of the teacher training, either in the initial or continued scope, as a way of favoring the signification of the material and singular elements as the Professional Identity, improvers of the construction of new educational paradigms.