As contribuições da teoria histórico-cultural para os processos de ensino-aprendizagem de segunda língua.

Abstract

In this work, a bibliographic research of studies related to the Cultural-Historical Theory was done with the main objective of presenting the contributions of this theory to the second language teaching and learning processes. Through the premises and propositions of the Cultural-Historical Theory, we aimed to bring to the present time reflections that can open new paths and approaches in second language teaching. The challenge was to deepen these ideas thinking about the Brazilian school context, which is still very much anchored in market ideas or depository of informacion to the detriment of what the Cultural-Historical Theory advocates, which is to enhance human development. We believe that the bibliographic and theoretical analyses studied can contribute to the improvement of studies about second language teaching and learning in school institutions, in language teacher training courses, in their teaching practices, in the elaboration of laws and curricula. The research concluded that it is possible to improve the school practices considering the Cultural-Historical Theory, with special emphasis on the concepts the activity, mediation, zone of proximal development and experience.