Abstract
What is the practical pedagogic value of the zone of proximal development? How might we draw from the writings of Vygotsky and Leontiev with regard to understanding the process of children and young people’s development as socialized intellectual beings? This article applies cultural-historical theory to classroom activity in order to reveal the potential for dynamic change in subjectivity, agency, cooperation and collaboration. After a detailed theoretical contextualization which links primary sources and the cultural-historical tradition to learning and development through classroom activity, an incident in a lesson is discussed and situated in its wider narrative of practical experimentation, diagnosis and implementation.
| Original language | English |
|---|---|
| Pages (from-to) | 6-21 |
| Number of pages | 15 |
| Journal | Nuances: Estudos sobre Educação |
| Volume | 26 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2015 |
Bibliographical note
This article was published in English and Portuguese, but only half of the article was included. Despite having requested repeatedly proper publication from the editors this has not happened. Please use the attached pdf in English as the full and intended version.Keywords
- Activity in the classroom
- Cultural-historical theory
- Subjectivity