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ARTICLES • Pro-Posições 35 • 2024 • https://doi.org/10.1590/1980-6248-2023-0015EN   copy

Syntheses of the appropriation of Vygotsky’s concept of Aesthetic Education in Brazilian art teaching (2006-2020) 1 1 Responsible Editor: Cesar Donizetti Pereira Leite https://orcid.org/0000-0001-8889-750X 2 2 References correction and bibliographic normalization services: Camila Pires de Campos Freitas camilacampos.revisora@gmail.com 3 3 Funding: Institutional Research Support Program/Universidade Estadual de Minas Gerais (PAPq/UEMG) and the Research Productivity Grant Program (PQ/UEMG), integrating the studies of the Research Groups Laboratory of Studies on Teaching (LEDoc) of UEMG and History of Psychology and Sociocultural Context of Universidade Federal de Minas Gerais (UFMG).

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The cultural-historical theory on human cognition, elaborated by the Russian researchers Vygotsky, Leontiev, and Luria between 1920 and 1930, reached psychology and education in Brazil from 1980 onwards, presenting a new dimension for the formation and performance of these professionals. Based on these assumptions, a systematic review of the Brazilian scientific literature between 2006 and 2020 was conducted, in search of articles published in areas of intersection between the psychology of education and art education, aiming to identify the circulation, reception, and appropriation of Vygotsky’s concept of aesthetic education. The results found are in line with studies that consider the concepts of “experience” and “environment” as essential for the understanding of cultural-historical theory.

Keywords
Aesthetic education; Art teaching; Vygotsky; Lived experience; Experience

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