Resumo

SALAMI, Marcelo  e  SARMENTO, Dirléia Fanfa. Conceptual interfaces between the envisions by L. S. Vygotsky and R. Feuerstein and their inferences toward the psychopedagogic making within the schooling field. Rev. psicopedag. [online]. 2011, vol.28, n.85, pp.76-84. ISSN 0103-8486.

Education is a universal right and one of the fundamental components of personal and social development. To reply to the new urgent requirements of the learning society, the educational and psychopedagogic mediations need to encompass not only the cognitive dimension, but inclusively the affective-emotional, social-cultural, ethical and moral dimensions altogether. Casting the eyes on this perspective, the interlocution between the social-interactional theoretic principles may become understood. Within this text they are represented through the Theories by Vygotsky and Feuerstein. These theories may frame the foundation of an educative as well as of a significant psychopedagogic making. Together with such a mediation, the potentiation of the learning processes, as well as the mobilization of the subjects of education are objectified to become protagonists of their own constructing.

Palavras-chave : Education; Learning; Psychology, Educational.

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