Teaching knowledge on Historical-Cultural Theory

Abstract

This article seeks to comprise the Historical-Cultural Theory as well as its pedagogical applicability to teachers of the municipal school network of a school in the northern State of Paraná. The aim is to identify the social representations of teachers of the municipal school system on Vygotsky theory with regard to understand how these representations make sense to them and how affect their actions. For this purpose were carried out interviews with seven teachers using a semi-structured questionnaire. The interpretations were based on the Social Representation Theory (SRT) in order to ascertain how common knowledge is formed in the daily lives of the subjects. The study is justified by the need to present the relevance of Lev Vygotsky’s work so that forthcoming teachers reflect on the knowledge or the lack of it and how it implies in the way they intervene in their teaching. The issue consists in responding the question: What do educators comprehend concerning to Historical-Cultural Theory? In this analysis has been verified the prominence of continuous training for teachers interviewed, bearing in mind that these participants do not have understanding of the main concepts of interactionist perspective. Furthermore has been confirmed the hypothesis of the dichotomy between theory and practice that is established after the teacher training, which makes the pedagogical work depthless.