Desenvolvimento adolescente e ação docente: reflexões a partir da psicologia histórico-cultural

Abstract

This study investigates the contributions of Cultural-Historical Psychology to teacher education and school practice in the context of adolescence. The research highlights the importance of understanding adolescents' subjective development based on their historical and social context, valuing their transformative potential. Through a literature review, topics such as the formation of conceptual thinking, the development of higher psychological functions, personal intimate communication, and the construction of self-awareness are discussed. Additionally, the study examines how pedagogical strategies based on this approach can support the formation of adolescents' subjectivity, fostering reflections on educational practices that respect their uniqueness and contribute to their holistic development. Thus, the research reaffirms the importance of a teaching practice capable of understanding the complexity of adolescence and enhancing the school's role in shaping individuals.