Schoolar education and the development of conceptual thinkin adolescence: contributions of historical-cultural psychology and historical-critical pedagogy

Abstract

The objective of this paper is to high light the contributions of school education in the development of through concepts in adolescence, based on historical-critical pedagogy and historical-cultural psychology. Based on historical and dialectical materialism, it presents a research of the oretical-conceptual character, emphasizing that the development of thought by concepts in adolescence isnt a natural phenomenon, but rather the product of a long process of formation engendered by a series of rational operations, such as: analysis and synthesis; Comparation; generalization and systematization; abstraction and concretion. It thus points  to the importance of organizing school educationon the basis of scientific concepts, since the appropriation promotes special forms of behavior, modifies the activity of psychic functions, creates new level so fhuman developmentand provides na understanding most articulate in the world. Its concluded that when the school proposes to lead the student to conceptual thinking, it allows greater conditions for the knowledge of objective reality.