It is true that cultural historical theory is concerned with practical problems regarding the process of historical cultural development of individuals, but the question is: how can we understand this main concern? What are the practical problems inside this theory? And most importantly: why and for what purpose should we study these practical problems? All these questions can be synthesized in the problem of the method of this theory, which involves the reasons to produce knowledge and to improve teaching. These questions have been acting as my “motive” in the process of studying cultural historical theory, namely inside the groups of research and study that I take part in Brazil since 2004 (as a college student, a school teacher and a post-graduation student). We are mainly concerned with a general question that guides our researches: what are the possibilities and the limits of producing a developmental teaching in our schools inside our particular society (capitalist) in Brazil?
So, this main concern – which originates the main motive to participate in the Summer ISCAR 2012, added with my participation in the last ISCAR Congress – has to do with this huge problem that the researchers of the cultural historical theory are faced with: what are the possibilities to produce our researches as an expression of the theory and as an expression of the method that oriented the theory productions. What are the specific methodological problems of each research that are concerned with developmental teaching? The opportunity to discuss those questions, which I believe will emerge in a situation of work like the one proposed in summer iscar, is something very important for each researcher and for the discussions inside the theory. Personally, it seems to me like an opportunity to engage in a collective work, concerning those (and other) problems inside cultural historical theory’s research.
I have been studying developmental teaching as the main focus of my studies on cultural historical theory, but as already stated, this implies necessarily a deep understanding of the theory as whole, especially its own framework and its goal. As Vygotsky pointed out “Does a proletarian child attains the level of development that it could achieve?” (VYGOTSKI, 1997). This means that our scientific production on developmetal teaching must inquire itself about what are the limits and the possibilities to really produce a developmental teaching. And this must goes necessarily with the “production” of a society that can really guarantee the welfare of each and everyone of us.
Presentation “Developmental teaching in physical education: a theoretical analysis of physical education subject matter”
Download presentation of the speech (PDF, 182KB)