Como as professoras em escolas privadas vivenciaram o trabalho durante a pandemia? / How did female teachers in private schools experience their work during the pandemic?

A pandemia de COVID-19 teve consequências graves também para o mundo do trabalho. Exemplo disso, foi a pressão que as professoras de escolas privadas tiveram por rapidamente transporem as atividades de ensino para o modelo remoto. O objetivo desta pesquisa foi analisar como as professoras de escola privada vivenciaram o seu trabalho docente durante a pandemia de COVID-19. Partindo da Psicologia Histórico-Cultural, realizamos 12 entrevistas em profundidade com professoras de escolas privadas da cidade de Natal-RN, sendo esses dados analisados quanto aos seus núcleos de significação. Encontramos cinco núcleos de significação: significações sobre o trabalho de professora; dificuldades do dia a dia de trabalho; consequências da pandemia; agravamentos gerados pela pandemia; e enfrentamentos diante dos desafios. Concluímos que a pandemia operou como um catalizador de problemas que as professoras já enfrentavam, decorrente da exploração do trabalho, machismo e neoliberalismo. Diante desse cenário, consideramos que as formas de enfrentamento e resistência passem por estratégias coletivas e que visem a superação desses processos históricos de precarização do trabalho.

The pandemic COVID-19 had serious consequences for the world of work as well. One example of this was the pressure that private school teachers were under to quickly transition their teaching activities to the remote learning model. The aim of this research was to analyze how private school teachers experienced their teaching work during the pandemic COVID-19. Based on Cultural-Historical Psychology, we carried out 12 in-depth interviews with private school teachers from the city of Natal-RN, and these data were analyzed according to their Nuclei of Meaning. We found five nuclei of meaning: meanings about working as a teacher; difficulties in daily work; consequences of the pandemic; aggravations generated by the pandemic; and confrontations with the challenges. We concluded that the pandemic acted as a catalyst for problems that women teachers were already facing, resulting from labor exploitation, sexism, and neoliberalism. Facing this scenario, we believe that the forms of confrontation and resistance go through collective strategies aimed overcoming these historical processes of precarization of work.

Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China.

The COVID-19 pandemic has changed the lives of children across the world. To understand these changes, this study explores how 14 Chinese children aged 6 to 12 years old experienced and reacted to the pandemic since its first outbreak in 2020. Applying Vygotsky's conceptualizations of perezhivanie and agency, the author interprets the children's narrative accounts of their thinking and actions during the pandemic. According to the three-dimensional narrative analyses conducted, perezhivaniya commonalities among the participating children include limited physical movement, scarcity of peer interaction, compulsory online learning, reconstruction of family relationships, and noticeable self-growth. Further, the participating children manifested their agency as resisting, exploring, self-control, committing, and envisioning. Different perezhivaniya lead children to manifest different types of agency-a process wherein mediational means play pivotal roles. This study contributes to theoretical discussions of the dialectical relation between perezhivanie and human agency. Moreover, it has practical implications for how adults can support the emergence of children's agency through means of mediation in perezhivaniya.

Vivencia académica, formación universitaria, desarrollo humano: contribuciones de Vygotsky a la enseñanza universitaria / Vivência acadêmica, formação universitária, desenvolvimento humano: contribuições de vigotski ao ensino superior / Academic perezhivanie, university education, human development: vygotsky's contributions to higher education

RESUMO Este estudo tem como objetivo desenvolver o conceito de vivência acadêmica, fundamentado no conceito de perejivânie (vivência) de Vigotski, como compreendido nas obras que pertencem à fase final de sua vida (Vigotski, 1934/2018a; Vygotski, 1934/2006a). No entendimento da vivência como unidade dinâmica da consciência, encontramos uma chave conceitual importante para a compreensão do desenvolvimento psicológico dos universitários. Evidenciamos que a relação dos estudantes com as práticas formativas no Ensino Superior produz vivências acadêmicas que mobilizam a consciência e orientam os sentidos sobre o que é ser estudante e profissional de uma determinada área, resultando em transformações que geram nos universitários novas formas de pensamento, sentimentos e posicionamentos diante da vida acadêmica. Desse modo, o conceito de vivência acadêmica constitui-se em uma importante ferramenta para a análise dos processos de sucesso e fracasso acadêmico, da qualidade das práticas formativas e das políticas de assistência e permanência estudantil por constituir-se como um indicador qualitativo da vida universitária.

RESUMEN En este estudio se tiene como objetivo desarrollar el concepto de vivencia académica, fundamentado en el concepto de perejivânie (vivencia) de Vygotsky, como comprendido en las obras que pertenecen a la fase final de su vida (Vygotsky, 1934/2018a; Vygotsky, 1934/2006a). En el entendimiento de la vivencia como unidad dinámica de la consciencia, encontramos una clave conceptual importante hacia la comprensión del desarrollo psicológico de los universitarios. Evidenciamos que la relación de los estudiantes con las prácticas formativas en la enseñanza universitaria produce vivencias académicas que movilizan la consciencia y orientan los sentidos sobre lo que es ser estudiante y profesional de una determinada área, resultando en transformaciones que generan en los universitarios nuevas formas de pensamiento, sentimientos y posicionamientos delante de la vida académica. De ese modo, el concepto de vivencia académica se constituye en una importante herramienta para el análisis de los procesos de éxito y fracaso académico, de la cualidad de las prácticas formación y de las políticas de asistencia y permanencia estudiantil por constituirse cómo un indicador cualitativo de la vida universitaria.

ABSTRACT This study aims to develop the concept of academic perezhivanie, based on Vygotsky's concept of perejivânie (perezhivanie), as understood in the works that belong to the final phase of his life (Vygotski, 1934/2018a; Vygotski, 1934/2006a). In understanding perezhivanie as a dynamic unit of consciousness, we find an important conceptual key to understand the psychological university students' development. We showed that the relation between students and training practices in Higher Education produces academic perezhivanie that mobilize awareness and guide the senses about what it means to be a student and professional in a given area, resulting in transformations that generate new ways of thinking, feelings in university students and positions towards academic life. In this way, the concept of academic perezhivanie constitutes an important tool for the analysis of academic success and failure processes, the quality of training practices and assistance policies and student permanence, as it constitutes a qualitative indicator of university life.

Dramatic Perezhivanie as a driver of executive functions development through role-play in early childhood: Theoretical framework and experimental evidence.

Role-play in early childhood is associated with development of executive functions (EFs), although study results remain inconsistent. Due to the complex nature of the role-play, the underlying mechanisms of these associations are not obvious. In this article, play is viewed in the framework of the cultural-historical approach as a special social situation that can become the social situation of development if it results in dramatic perezhivanie of a child. In this study, we compared the level of EFs and play behavior between two play contexts: play guided by an adult and one with less adult involvement. Play behavior was analyzed based on five behavioral measures suggested to be the markers of dramatic perezhivanie. Measures of EFs were taken before and after the experimental procedure. Results show that dramatic perezhivanie might be considered a driver of EFs development through role-play in early childhood. As well as this, the involvement of an adult into play was associated with different patterns of EFs dynamics before and after the intervention. Future work can investigate if the construct of dramatic perezhivanie, microsocial situation of development, and micro-crisis might explain variability of the study results on the association between the role-play and child development.

Unpacking the interaction between foreign language learners' emotion, cognition, and activity in the flipped classroom in higher education: A perezhivanie perspective.

Few studies have investigated learners' emotional experiences and the interactions between emotion, cognition, and activity in the flipped foreign language classroom (i.e., a mixed teaching mode that combines in-class teaching and off-class self-directed learning). This study, from the perspective of perezhivanie (a concept from sociocultural theory), addressed these research gaps by exercising a longitudinal narrative study on a total of 32 Chinese-as-the-first-language university students of English who attended a 15-week English course with this teaching design. Among them, eight focal students were randomly selected for further evidence of the characteristics of the interactions between emotion, cognition, and activity. The results showed that the participants experienced more of positive emotions than negative emotions in the flipped classroom (FC) context, which supports the efficacy of the pedagogy. But most importantly, complex interactions between emotion, cognition, and activity were revealed. Generally, (negative) positive emotion, cognition, and activity were interconnected; however, what is also evident is that learners' emotions either promoted or inhibited their cognitive functions, and positive and negative emotions did not necessarily correspond to positive and negative activities, respectively. This is due to the presence of dynamic, developmental, and historical sociocultural mediators in learners perezhivanija, be it teacher, peers, technology, teaching materials, teaching activities in an FC, or the learners' previous English learning anecdotes, etc.

The Dynamic Interaction of Second Language Motivation and Emotional Experience: The Case of Chinese Learners of English.

This study investigated the dynamic interaction of second language motivation and emotional experience for Chinese learners of English in four different contexts: (1) those in China with little or no intention of learning the language for communicative purposes; (2) those in China intending to study abroad; (3) those studying abroad in North America; and (4) those who had returned to China after studying abroad. Data included interviews with representatives from the different contexts. Analysis focused on Vygotsky's concept of perezhivanie, or how Chinese learners of English experienced their learning environments cognitively and affectively as leading to goals and goal-directed activity across their English learning experiences. Differences among learners both across groups and within the same group were found for how motivation shapes experience and how experience shapes motivation in the process of second and foreign language learning.

The individual in the system: The role of affect in recent veterinary graduates' reflective activity.

BACKGROUND: The transition to professional practice can be a challenging time. The Royal College of Veterinary Surgeons' (RCVS) Professional Development Phase (PDP) aims to support recent graduates through this transition, with graduates required to reflect on their experiences. This study drew on the concept of "lived experience" to explore the influence of affect (feelings, emotions and mood) on recent graduates' experience of reflective activity. METHODS: Data comprised semi-structured interviews with 15 recent graduates from one veterinary school. Thematic analysis was used to explore the influence of three aspects of affect on reflective activity: affective valence (whether a chosen action is anticipated to result in positive or negative feelings), tacit aspects (such as tiredness) and perceptions of workplace mood. RESULTS: Participants preferred to engage in activities associated with positive feelings. Tacit feelings, such as panic or tiredness, and perceptions of workplace mood, influenced how and with whom participants engaged in reflective activity. Participants often made different choices when reflecting primarily on affective compared to clinical aspects of situations. CONCLUSION: These findings suggest that acknowledging and understanding aspects of affect during the professional development phase has the potential to help the profession improve support for recent graduates.

Controversy and Growth Points in the Activity Theory in Psychology.

Background: Activity theory is the most powerful and influential current of Russian psychology in the world today. It considers the psyche to be a special form or function of object-oriented activity. The level of psychical development of a living being is directly proportional to the variety and freedom of its activities. Objective: The aim of this article is to explore the key growth points in activity psychology through the analysis of arguments among its creators - S.L.Rubinstein, L.S.Vygotsky, A.N. Leontiev, and P.Ja. Galperin. Vygotsky dreamed of building a scientific psychology on the model of Marx's Das Kapital; his project is resumed in this article. Results: The author traces how, due to Walter Cannon's experimental research, Vygotsky came to the activity concept of affect, in which he finds the primary "cell" of the psyche. The problem of the relationship between concept and affect became the central problem of his "acmeistic psychology." While Vygotsky focused on the affective reflection of activity in the subject, Leontiev focused on its cognitive side, directed toward the object. In the objective world, the psyche serves a person's material life-activity, performing a search-and-orientation function. Leontiev considered consciousness a structural projection of that activity, but Galperin argued that Leontiev never managed to overcome the dualism of consciousness and activity. Conclusion: A new path to the realization of Vygotsky's dream is outlined. The proposed solution is based on Spinoza's concept of affect and the idea of freedom, interpreted as "the affect in the concept." (Vygotsky).

Playworlds and Executive Functions in Children: Theorising with the Cultural-Historical Analytical Lenses.

This paper provides a theorisation of developmental conditions to support executive functions (working memory, inhibition and shifting) in children in playworlds settings, where children and teachers play together in collectively created imaginary situations. Vygotsky's general law of development of psychological functions constitutes the general frame for the analysis of the process of development of executive functions (EF) in playworlds, and the theoretical concepts of drama, social situation of development and perezhivanie are used as analytical tools to examine opportunities of playworlds to support children executive functions.

A importância do conceito de perejivanie na constituição de agentes transformadores / The importance of the concept perezhivanie in the constitution of transformative agent

Este artigo discute a importância do conceito de perejivanie para repensar o desenvolvimento dos sujeitos como agentes transformadores, que possam desencadear mudanças no âmbito do coletivo. Para tal, entrelaça estudos sobre mobilidade e repertório, com base na Linguística Aplicada, ao conceito vigotskiano de perejivanie, com o intuito de expandir a compreensão de como se processa o desenvolvimento dos sujeitos. Assim, parte da construção de recursos semióticos reiteráveis, tendo em vista as perejivanie vividas e recuperadas como histórias invocadas para a construção de novas formas de ser e agir. Em contextos ensino-aprendizagem, esse conceito parece assumir um papel central.

This article discusses the importance of the concept of perezhivanie in order to rethink the subjects' development as transformative agents, who can trigger transformations in the collective context. To do so, it intersects studies of mobility and repertoire, based on Applied Linguistics, with the Vygotskian concept of perezhivanie aiming to expand the understanding of how the subjects' development is carried out. Thus, it starts with the construction of recurrent semiotic resources, bearing in mind the lived perezhivanii that are recovered as invoked stories for the construction of new ways of being and acting. In teaching-learning contexts, this concept seems to acquire an essential role.

Vygotsky's "The Psychology of Art": A foundational and still unexplored text / A "Psicologia da Arte" de Vigotski: seu texto fundacional e ainda inexplorado

In the last ten years, new trends in the interpretation of Vygotsky's work have been developed, many of which have transcended the traditional interpretations that have been hegemonic in Soviet and Western psychology since the 1980s. Nonetheless, Vygotsky's "The Psychology of Art" is among the most interesting books written by this Soviet psychologist and, paradoxically, has not received enough attention in the study of his legacy. In that book, Vygotsky developed a rich psychology, in dialogue with Philosophy, Sociology and Art. In this paper, some theoretical questions and concepts developed by Vygotsky are discussed, which were not included in the dominant interpretation of his work, neither in Soviet nor Western psychology. The discussion opened by Vygotsky throughout the book shows that philosophy, art, poetry, Sociology and Psychology are interrelated in such a way that they are a living theoretical representation whose epicenter was human motivation and the creative character of human performance.

Nos últimos dez anos, têm sido desenvolvidos trabalhos sobre as novas tendências na interpretação da obra de Vygotsky, muitos dos quais transcenderam as interpretações tradicionais que foram hegemônicas na psicologia Soviética e ocidental desde a década de oitenta. Não obstante, a obra "A Psicologia da Arte", de Vygotsky, está entre os livros mais interessantes escritos pelo psicólogo soviético, e paradoxalmente, até o momento não recebeu suficiente atenção no estudo de seu legado. Nesse livro, Vygotsky constrói uma rica psicologia, estabelecendo diálogos com a Filosofia, a Sociologia e a Arte. Neste trabalho são discutidas algumas questões teóricas e conceitos desenvolvidos por Vygotsky que não foram incluídos na interpretação dominante de seu trabalho, nem na psicologia Soviética, nem na psicologia Ocidental. A discussão aberta por Vygotsky ao longo do livro mostra que a filosofia, a arte, a poesia, a Sociologia e a Psicologia, estão interrelacionadas, de tal forma que, são uma representação teórica de vive para que o epicentro foi a motivação humana e o criativo personagem do desempenho humano.

Duality of Categories or Dialectical Concepts?

The paper explores that CHT contains at least three dialectical concepts and principles; (1) development as drama (dialectical contradiction) and the principle of dramatic construction of the personality, (2) the concept of mediating activity and the principle of qualitative transition and reorganisation and (3) the concept of perezhivanie and the principle of refraction. Rethinking the status of "the social" creates opportunities to overcome a dualism of two groups of factors (biological and social) and introduces the principle of dramatic construction of the personality, which is an intrapsychological result of overcoming social dramatical interpsychological collisions (dramas of life). Rethinking "the individual" in relation to mediating activity leads to the conclusion that by creating and using cultural signs an individual not only creates artificial stimuli-devices for mastering his psychological processes, but actively reorganizes the whole social situation. Dialectics of the individual and social is explained as interpsychological and intrapsychological are dimensions of one "social-individual" or "individual-social" continuum. Drama of real life refracted through the prism of perezhivanie becomes a drama of a personality; intrapsychological higher mental function develops, but remains quasi-social.