Abstract
Vygotsky’s ideas have been part of Brazilian science education for over three decades. Nonetheless, communication between the surveys is still lacking. The purpose of this study is to determine whether the findings presented by Bonfim, Solino, and Gehlen in dissertations and theses reflect the trends among journal articles. The study includes articles published in journals by science education researchers who are members of research groups that formally identify the cultural-historical approach as the theoretical framework. We conclude that such a relationship exists; however, the corpus appears to show a ten-year gap between the two types of publication categories. By looking at relative research output, categories have been identified that show growth trends, such as special education and didactic-pedagogical practices. Others, including teacher education and non-formal spaces, remain stable. The category of student and/or teacher perceptions is declining.
Keywords
Scientific production; Scientific research; Cultural-historical theory; Bibliographical review; Quantitative analysis