THE ACTIVE OF ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM HISTORIC-CULTURAL THEORY TO TEACHING AND LEARNING PROCESSES IN HIGHER EDUCATION

Abstract

This text is an effort of theorization, resulting from a research about the designated active
teaching-learning methodologies in higher education, more particularly in the context of health education,
developing an analysis based on the theoretical-methodological assumptions of the historical-cultural
conception of human development. The theoretical option is based on Vigotski School theoretical background, with the contributions of Lev S. Vygotsky and Alexei Leontiev, based on their Theory of
Activity. Objectively, we intend to develop a theoretical and conceptual framework able to mediate other
readings about what can be called active in active methodologies, from the historical-cultural perspective.
The scope of this objective is guided by the assumptions of historical-dialectical materialism, the reference
matrix of historical-cultural theory, which demands the observance of a moving and multidetermined
object. Possible results of this project indicate affirmatively to the possibility of thinking about the
designated active methodologies in the scope of the historical-cultural theory of human psychic
development. Our initial conclusions indicate possibilities of to think, organize and propose teaching and
learning activities in higher education, understanding the active as a movement of cognition that is
effective in the apprehension of human objectivations and the constitution of subjectivation processes
through human typically activity.