EDUCAÇÃO, FORMAÇÃO HUMANA E ATIVIDADE PEDAGÓGICA: UMA ANÁLISE HISTÓRICO CULTURAL

Based on the Vygotskian theory that good teaching is the one which produces human development, we discuss pedagogical practice with the purpose of collaborating with the humanization of students. In short, it is up to us to clarify the following question: how is pedagogical activity constituted at school with the potential to collaborate with the process of humanization of students? In other words, we are interested in discussing the links between education, human formation and pedagogical activity from a critical and emancipatory perspective, why not say, revolutionary. The bibliographical research is supported by Marxist philosophy, cultural-historical psychology and Critical Historical Pedagogy taking as reference the contributions of Marx and Engels (2009), Vigotski (2004, 1991, 1986), Leontiev (1978), Saviani (2007, 2015), Tuleski, Facci, Barroco (2013) and other theorists. Based on the assumption that education is a social activity that promotes the humanization of human beings as it favors the appropriation of the genericity. At school, this activity acquires pedagogical intentionality and collaborates with the appropriation of higher psychological functions, thus driving the development of more critical developed subjectivities. The process of appropriating the aforementioned theoretical contribution took place through the search and analysis of printed materials (books), and in digital research banks, studies that specifically dealt with the aforementioned theme of this work.