A organização do ensino promotora do desenvolvimento do pensamento teórico nos estudantes dos anos iniciais do ensino fundamental

Abstract

This research is part of the contributions of the Research Group on Teaching, Learning, and Historical-Cultural Theory (GEPEATH) and is linked to the research line Culture, Educational Processes, and Teacher Education, which is dedicated to investigating the relationships between culture and education, teacher education, and formal and informal educational processes, considering their theoretical, practical, sociopolitical, and pedagogical dimensions.This dissertation aims to investigate how the organization of teaching can foster the development of theoretical thinking in students in the early years of elementary education, based on the assumptions of the Historical-Cultural Theory and Activity Theory. The central objective is to understand how the intentional and planned organization of pedagogical practices contributes to the integral formation of students by promoting the conscious appropriation of scientific concepts and establishing meaningful relationships between teaching, learning, and human development. The study was based on the theoretical- methodological principles of the Research Group on Pedagogical Activity (GEPAPe), in direct dialogue with the contributions of the Historical-Cultural Theory, Activity Theory, and Teaching Guiding Activity (AOE). In this context, AOE was identified as a fundamental element for the organization of teaching, as it structures the educational process in an intentional and mediated way. The analysis of academic works, such as the master's dissertation by Carolina Picchetti Nascimento (2010) and the doctoral thesis by Marta Sueli de Faria Sforni (2003), revealed that intentional and systematic pedagogical approaches enable students to overcome empirical knowledge, advancing to higher levels of abstraction, generalization, and conscious appropriation of scientific concepts. This perspective reinforces the centrality of the study activity, mediated by the interaction between teacher and student, in cognitive development and the humanization of the educational process. The results highlighted that pedagogical practices that integrate theory and practice, considering the specificities of students and their socioeconomic and cultural contexts, promote the conscious and transformative appropriation of scientific concepts. The research indicated that the organization of teaching, grounded in the principles of the Historical-Cultural Theory, mobilizes students toward theoretical thinking, expanding their ability to understand concepts and apply them in different contexts. It was concluded that, by aligning pedagogical intentionality with a solid theoretical foundation, education can become an essential tool for developing critical and conscious individuals, prepared to understand and intervene in reality in a reflective and active way. This approach confirms the relevance of planned teaching that promotes the integral development of students and contributes to their engagement in the world in a more conscious and transformative manner.