%0 Journal Article
%T CULTURAL-HISTORICAL THEORY AND EDUCATIONAL PRACTICE: SOME RADICAL-LOCAL CONSIDERATIONS
%A Seth David Chaiklin
%A Mariane Hedegaard
%J Nuances : Estudos sobre Educaˋˋo
%D 2013
%I UNESP
%X ABSTRACT: We emphasize that pedagogical practice was not just a way of validating and testing scientific findings but it has also, to generate new hypotheses and new challenges and research directions. This relationship between research, knowledge, and practice was recognised from the beginning days of the cultural-historical tradition, such as Vygotsky＊s focus on practice for resolving the crisis in psychology. In a dialectical conception, pedagogical research should be developed as an interaction between theoretical conceptions in the cultural-historical tradition and the demands and needs of the societal practices. This article illustrates this idea concretely, using the idea of radical-local teaching and learning (HEDEGAARD; CHAIKLIN, 2005). The discussion starts with a brief comment about the dialectical tradition; than we illustrate one way to engage with the idea of full human development, viewing this in terms of personality development. We first explain the general idea of radical-local teaching and learning as a way to address the practical problem, and then show how it embodies the philosophical concerns of the dialectical tradition. The main idea is that core conceptual relations within subject-matter areas have to be related specifically to children＊s life situation so that this academic knowledge can become integrated with local knowledge, thereby qualitatively transforming children＊s everyday concepts and their possibility to use this knowledge in their local practice. We want to highlight the idea of how working with subject-matter content in a radical-local perspective can provide conditions for children to develop theoretical thinking and motive orientation, which is relevant to personality development, and which can be oriented to their full human development. RESUMO: Enfatizamos que pr芍ticas pedag車gicas n o s o somente formas de valida  o de investiga  es cient赤ficas, mas s o tamb谷m formas de se gerar novas hip車teses e novos desafios para a pesquisa. Essa rela  o entre investiga  o, conhecimento e pr芍tica foi reconhecida nos prim車rdios da teoria hist車rico-cultural quando Vygotsky discutiu a pr芍tica como forma de resolu  o da crise da psicologia. Na concep  o dial谷tica, a pesquisa pedag車gica deve se desenvolver em intera  o com as concep  es te車ricas presentes na tradi  o hist車rico-cultural e as demandas e necessidades da pr芍tica social. Este artigo ilustra essa ideia concretamente, utilizando a ideia de radical-local ensino e aprendizagem (HEDEGAARD; CHAIKLIN, 2005). A discuss o come a com um breve coment芍rio sobre a tradi  o dial谷tic
%K Dialectical tradition
%K Radical-local teaching and learning
%K Historical-cultural approach
%U http://revista.fct.unesp.br/index.php/Nuances/article/view/2151