Desenvolvimento das funções psicológicas superiores de crianças em situações de interação: um estudo exploratório em turmas de pré-escola

Abstract

This work is based on a research that had as objective to analyze the configuration of situations of interaction in which teacher and children of preschool classes, through the use of verbal language, put in motion, besides this function, other psychological functions. It was also intended to contribute to the understanding of the role of this first stage of Basic Education together with the psychic formation of children and to reflect on the curricular proposal for Early Childhood Education. The research problem that leads to this study is posed as follows: what configuration assume the situations of interaction in which the child uses verbal language as mediator / mobilizer / impeller of his psychic system? The theoretic basilar framework is based on the scope of Historical-Cultural Theory, mainly in the investigations of Lev Vygotsky on the psychological development in childhood, the constitution and the functioning of the psychic system. The study approaches narrative as a unit of analysis, understanding it as the convergence action of several higher psychic functions.In order to do so, it was used Jerome S. Bruner' studies about the child narrative as a category of thought that allows the opening of the child's mind to propose meanings and create real and possible worlds, mediated by the artifacts provided by the social relations in which the child participates. Of a qualitative nature, the methodology benefits from the properties of the case study and the grounded theory, guiding, for purposes of analysis, precepts from microgenetic analysis. The fieldwork was carried out in 2014 and 2015, together with a school of Early Childhood Education, of the public network of Passo Fundo / RS, with classes of preschool I and preschool II, comprising the age group of four to six years old. The data were produced based on videotapes and field diaries and organized into two episodes of interaction. The research has allowed the following conclusions : higher psychological functions act as an integrated system, in which they mutually articulate; groups conversations facilitates the process of interaction, and thus, establishes itself as an organized development situation; the intervention of both teacher and peers assists in the (re) structuring of children's language and thinking; mediation through verbal sign is fundamental, because through the word / question of the other, the subject requalifies and complicates his/her psyche and, therefore, we have in listening the opportunity for this development.