As contribuições e limitações da psicologia histórico-cultural no ensino de ciências e biologia dos artigos publicados no enebio (2016-2021)

Abstract

The present work sought to outline an analysis of the contributions of the PHC to Science and Biology, as well as the limitations faced by researchers in appropriating the theory. The methodology used was the Bibliographic Research, which resulted in a bibliographical survey of 28 works from the V, VI and VIII editions (2016 - 2021) of the National Meeting of Biology Teaching (ENEBIO) selected based on the criterion of discussing the PHC throughout their texts over the intent of justify the demands identified during the research. As a data analysis technique, Content Analysis was selected because it meets the needs of the research during the process of investigation and interpretation of summarized data. It was notorious how the PHC is present in research in Science and Biology Teaching, considering its contributions to think about the educational phenomenon in teaching Science and Biology, as in the foundation of the development, learning and formation of concepts. However, challenges faced by the PHC as a result of mistaken appropriations of the theory were also evidenced, such as treating the teacher as a mediator, quantifying the Zone of Proximal Development, using works that do not reflect the correct thinking of the author and, at certain times, appropriating of discussions that are closer to an interactionist perspective, which distances itself from the Marxist perspective that comprises the true characteristic of Vygotskian theory. It is then up to the researchers to reflect on the paths traced during the using of the PHC in their research, in order to bring about discussions that are more committed to the defenses and postulates of the PHC.