Desenvolvimento cognitivo: as implicações das teorias de Vygotsky e Piaget no processo de ensino aprendizagem

Abstract

This work had as theme the process of cognitive development in Piaget and Vygotsky during its various stages, seeking to thus analyze the process by which the child passes along his life and as well as their relationship with the environment. Over cognitive development the subject experiences concrete experiences which aims to build the social being. Piaget addressed the event of abstract thought, logical, mental, independent of human activity on the objects and therefore scientific, to which he named Genetic Epistemology. Vygotsky already had a training and completely focused academic life to the arts and humanities was marked by the aesthetic studies and literature, researching processes of change in the history of the subject seeking a psychology historically grounded, rooted in historical and dialectical materialism. He longed to understand how the subject is able to produce symbols, the language that allows us to organize reality and communicate. He understood that man differs from animals to use tools to optimize their relationship with the world, including there in psychological instruments, the symbols. As such, both authors were concerned with social, genetic and psychological issues to understand cognitive development. The aim of this study is to analyze the contribution of the theories of both authors on cognitive development and their involvement in the teaching and learning process.