Linguagem e Pensamento: Uma perspectiva Vigotskiana para a formação integral durante o processo de ensino-aprendizagem.

Abstract

In this study, we aim to promote a reflection on the centrality of language in the formation of thought and the role of thought in the constitution of language, highlighting the Vygotskian perspective, which is dialectical, as our theoretical framework. To achieve this objective, we conducted a qualitative literature review, selecting articles and books that explore the conceptions of the Historical-Cultural Theory to underpin our analysis. We primarily drew from the studies and works of Vigotski (1979, 1984, 1995, 1997, 2000, 2001) and Leontiev (1978), among others. Through the analysis, it became possible to understand that by recognizing multiple languages and their importance in the teaching-learning process, we highlight the potential for education to become more inclusive and adaptable to individual diversities. The integration of these languages enriches communication and provides opportunities for each student to explore and express their understanding in diverse ways. Our reflection emphasizes, thus, the vitality of language in comprehensive education, providing valuable insights into understanding how a diversified and conscious approach to languages contributes to cognitive development and the construction of more complex knowledge in the contemporary educational scenario. In summary, our research reinforces the importance of a holistic approach to language in the educational environment. It emphasizes the need to recognize and incorporate diverse languages and their forms of expression as fundamental elements in knowledge construction, student development, and humanization.

KEYWORDS: education; Historical-cultural theory; languages; teaching.