HISTORICAL-CULTURAL THEORY AND SCHOOL EDUCATION FROM A HUMANIZING PERSPECTIVE

This article aims to understand how the development and learning process of written language by the child takes place based on the Historical-Cultural Theory. In order to achieve the objective, a bibliographical research with a qualitative approach was developed. Studies by Vygotsky (1995, 2001), Leontiev (1978, 2004), Luria (1998) served as a theoretical basis. From the analysis, it was possible to verify that the child forms all the higher psychic and symbolic functions necessary for learning to write through interaction with others, in the external and internal activities, to make this knowledge their own. It is concluded that it is through school education, especially due to its intentional systemic form that enables the evolution of man, as a result of the mastery over knowledge and, on the other hand, its reflection in the material world characterized by the collectivity, since, in addition to generating the evolution of man individually, education allows the restructuring of behavior in society.