<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1414-9893</journal-id>
<journal-title><![CDATA[Psicologia: Ciência e Profissão]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. cienc. prof.]]></abbrev-journal-title>
<issn>1414-9893</issn>
<publisher>
<publisher-name><![CDATA[Conselho Federal de Psicologia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-98932026000102204</article-id>
<article-id pub-id-type="doi">10.1590/1982-3703003303350</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[A Break and Two Crisis: Mazes of Vygotsky&#8217;s Pedology and Psychology]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uma Quebra e Duas Crises: Labirintos da Pedologia e Psicologia de Vigotski]]></article-title>
<article-title xml:lang="es"><![CDATA[Una Ruptura y Dos Crisis: los Laberintos de la Pedología y la Psicología de Vygotsky]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toassa]]></surname>
<given-names><![CDATA[Gisele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Eduardo Moura da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hazin]]></surname>
<given-names><![CDATA[Izabel Augusta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Assis SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&amp;pid=S1414-98932026000102204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://pepsic.bvsalud.org/scielo.php?script=sci_abstract&amp;pid=S1414-98932026000102204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://pepsic.bvsalud.org/scielo.php?script=sci_pdf&amp;pid=S1414-98932026000102204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This historical and theoretical article undertakes a bibliographic review of materials in Brazilian Portuguese, English, and Russian, focusing on the relation between the First Soviet Five-Year Plan (1929-1932), also known as the Stalinist Great Break, with Vygotsky&#8217;s reflections on the &#8216;crisis in psychology,&#8217; and the (lesser known) &#8216;crisis in pedology,&#8217; in the context of the author&#8217;s network of initiatives. The conclusions discuss the effects of Stalinist promotion of practical disciplines (e.g., pedology) in the field of psychology and applied sciences. Our analysis shows that, given the reduced importance of psychology in the Great Break, one cannot clearly determine whether pedology or psychology was the more general science for Vygotsky. He hesitantly attempted to distance himself from the assumptions of his psychology while transposing them to pedology. Among other changes in his ontoepistemological ideas in the text &#8220;The historical significance of the crisis in psychology&#8221;, Vygotsky considers the possibility of pedology and psychology sharing a scientific object provided they develop different perspectives on it. There are, however, signs of overlap between the two sciences. Our analysis results clarify the maze of statements by the author that have both ontoepistemological potential for psychology and related sciences and the potential to confuse contemporary readers, mediating a dialectical materialist reading of Vygotsky in his historical genesis that seeks to grasp the totality of his work in its diverse and complex network of initiatives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo de teor histórico e teórico fundamentou-se em uma pesquisa bibliográfica de materiais em português, inglês e russo, focando a relação entre o período do Primeiro Plano Quinquenal soviético (1929-1932), também conhecido como a Grande Quebra stalinista, e sua relação com as reflexões de Vigotski sobre a &#8220;crise na psicologia&#8221; e a (menos conhecida) &#8220;crise na pedologia&#8221;, no contexto da rede de iniciativas do autor. As conclusões debatem os efeitos da promoção stalinista das disciplinas práticas, como a pedologia, no campo da psicologia e das ciências aplicadas. Nossa análise mostra que, diante da redução de importância da psicologia na Grande Quebra, não é possível definir claramente se a pedologia ou a psicologia seria a ciência mais geral para Vigotski, que, de forma vacilante, ensaiava um distanciamento em relação a pressupostos de sua psicologia, enquanto os transpunha à pedologia. Entre outras mudanças de suas ideias ontoepistemológicas em relação ao texto &#8220;O significado histórico da crise na psicologia&#8221;, Vigotski reflete sobre a possibilidade de compartilhamento do objeto científico entre pedologia e psicologia, desde que essas desenvolvessem, sobre ele, diferentes perspectivas. Há, contudo, sinais de sobreposição entre as duas ciências. O resultado de nossa análise esclarece o labirinto de afirmações do autor dotadas tanto de potencial ontoepistemológico para a psicologia e as ciências afins, quanto para a confusão dos leitores contemporâneos, mediando uma leitura materialista dialética do autor em sua gênese histórica que procura apreender a totalidade da obra do autor em sua diversificada e complexa rede de iniciativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Este artículo histórico y teórico se basa en una investigación bibliográfica de materiales en portugués, inglés y ruso para centrarse en la relación entre el período del Primer Plan Quinquenal Soviético (1929-1932), también conocido como la Gran Ruptura, y su relación con las reflexiones de Vygotsky sobre la &#8220;crisis de la psicología&#8221; y la (menos conocida) &#8220;crisis de la pedología&#8221; en el contexto de las iniciativas del autor. Las conclusiones analizan los efectos de la promoción por parte de Stalin de disciplinas prácticas, como la pedología, en el campo de la psicología y las ciencias aplicadas. Nuestro análisis muestra que, dada la decreciente importancia de la psicología durante la Gran Ruptura, no es posible definir con claridad si la pedología o la psicología era la ciencia más general para Vygotsky, quien intentó distanciarse de los supuestos de su psicología, mientras los transponía a la pedología. Entre otros cambios en sus ideas ontoepistemológicas respecto al texto &#8220;El significado histórico de la crisis en psicología&#8221;, Vygotsky reflexiona sobre la posibilidad de compartir el objeto científico entre la pedología y la psicología, siempre que desarrollen perspectivas diferentes al respecto. Sin embargo, existen indicios de superposición entre ambas ciencias. El resultado de nuestro análisis aclara el laberinto de las afirmaciones del autor, que tienen potencial ontoepistemológico para la psicología y ciencias afines. En última instancia, proponemos una lectura materialista dialéctica del autor en su génesis histórica, con el fin de comprender la totalidad de su obra dentro de su compleja y diversa red de iniciativas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[Pedology]]></kwd>
<kwd lng="en"><![CDATA[Educational Psychology]]></kwd>
<kwd lng="en"><![CDATA[History of Psychology.]]></kwd>
<kwd lng="pt"><![CDATA[Vigotski]]></kwd>
<kwd lng="pt"><![CDATA[Pedologia]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia da Educação]]></kwd>
<kwd lng="pt"><![CDATA[História da Psicologia.]]></kwd>
<kwd lng="es"><![CDATA[Vygotsky]]></kwd>
<kwd lng="es"><![CDATA[Pedología]]></kwd>
<kwd lng="es"><![CDATA[Psicología de la Educación]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Psicología.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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