The Contributions of Nina Fedorovna Talyzina to Research Developed in Brazilian Postgraduate Programs.

Background: Nina Fedorovna Talyzina was a Russian psychologist, whose theories have been applied in educational research in many countries around the world, including Brazil. Her name is mainly connected to the Activity Theory of Learning (ATL), which has been dubbed the Galperin-Talyzina system of developmental didactics. Objective: Investigate how N.F. Talyzina's ideas are applied in dissertations and theses developed in postgraduate programs in Brazil. Design: Our research was a bibliographic review which used the state of the question method to examine how Talyzina's ideas are applied in Brazilian academic publications. Data were gathered from three responsible databases - the Brazilian Digital Library, the CAPES Catalogue, and the Institutional Repositories (1987-2022). The method of content analysis was used for data analysis, according to pre-determined categories. Results: We found a prevalence of research based on the methodology of formative experiments carried out at different educational levels. Skills, scientific concept- formation, and problem-solving were the objects of investigation in most of the studies. The ideas proposed by L.S. Vygotsky, A.N. Leontiev, P.Ya. Galperin, and V.V. Davidov were expressed through references to Talyzina's work as the theoretical basis of many studies, thus evidencing a crucial dialogue with the Cultural-Historical School (CHS). Conclusion: Our study points out the growing interest in Talyzina's ideas, specifically her Activity Theory of Learning, which can be attributed to comprehensive dialogues with the ideas of L.S. Vygotsky and A.N. Leontiev which predominate in Brazilian research.

Teaching in the Light of Activity Theory Applied to Preschool: Reflections on Brazilian Practice.

Background: Activity Theory applied by the teacher to preschool education favors the development of new psychological formations, such as perception, attention, memory, thought, language, and voluntary self-regulation, which prepare the child for school. Objective: To highlight the contributions of N.F. Talyzina based on Activity Theory applied to preschool education and to reflect on the theory's use in the Brazilian education system. Design: This article is theoretically built from research in a sandwich doctorate program in Puebla, Mexico and internship supervision practices for psychologist training at a public university in Brazil's central-west region. Results: Activity Theory is seldom applied to teaching, including in Brazil, and there is little knowledge about the scientific contributions of one of its practitioners, the late N.F. Talyzina. We chose the preschool stage as the focus of our reflections, and we maintain that the introduction of role-playing as the main activity in early childhood education promotes the development of psychological neoformations and prepares the child for the next stage of school. Finally, we present the internship practices in applied psychology in a Brazilian children's group, with evidence of advances. Conclusion: There is a need for expansion of the formative experiments reported here to the Brazilian population, for scientific dissemination of the results, and promotion of teacher training and qualification in Activity Theory.

Current research trends on cognition, integrative complexity, and decision-making: a systematic literature review using activity theory and neuroscience.

Introduction: This article presents a systematic literature review that follows the PRISMA and PICOS guidelines to analyze current research trends on cognition, integrative complexity (IC) (a cognitive feature focusing on information processing in a person's response rather than its quantity or quality), and decision-making from the perspectives of activity theory and neuroscience. Methods: The study examines 31 papers published between 2012 and 2022 and 19 articles specifically related to neuroscience. We performed a content analysis using six categories within activity theory: subjects, objects, rules, community, division of labor, and outcomes. Results: The study investigates the relationship between decision-making outcomes and IC as a cognitive feature in various contexts. Additionally, content analysis on neuroscience and IC revealed significant research gaps, including understanding the nature of IC, challenges related to its measurement, and differentiation from other cognitive features. We also identify opportunities for investigating the brain's activity during decision-making in relation to IC. Discussion: We address the need for a more precise categorization of IC in studies of cognition, IC, and decision-making. We discuss the implications of our analysis for understanding the cognitive nature of IC and the potential of neuroscience methods for studying this attribute.

Corrigendum: The program for introduction of basic mathematical knowledge: the effects in six years old Mexican children.

[This corrects the article DOI: 10.3389/fpsyg.2023.1198675.].

The program for introduction of basic mathematical knowledge: the effects in six years old Mexican children.

Introduction: The process of teaching and learning mathematics in primary school represents an obstacle for both teachers and pupils. According to the historical-cultural conception of development and education, the way how intellectual concepts are initially introduced may radically affect a student's success in learning. The historical-cultural conception of development, together with activity theory, may serve as the basis for creating a novel methodology for pedagogical work on mathematical concepts with pre-school and school children. Methods: The goal of the present study was to show the effects of work with an original program for the initial introduction of mathematical concepts to young school children. The program included reflexive symbolic and logical actions on the materialized and perceptual level, which were introduced and performed collectively by six-year-old children under the guidance and assistance of a teacher. The pupils were tested before and after their work with the program. Results: The results showed important qualitative and quantitative progress by the children in solving the tasks of the assessment, together with an increment of reflection on their intellectual actions. Discussion: The study points to the necessity for more intensive and extensive research, involving specialists in psychology and pedagogy trained in cultural-historical methodology.

Corrigendum: A proposal for monitoring the process of internalization following Galperin's conception.

[This corrects the article DOI: 10.3389/fpsyg.2023.1152541.].

A proposal for monitoring the process of internalization following Galperin's conception.

Since the era of Piaget and Vygotsky, private speech (PS) has been widely discussed, but in recent years, the avenues for its study have greatly expanded. In this study, we explored the use of a recoding scheme for PS inspired by the studies of Pyotr Galperin. A coding scheme of PS as the form of action (FA) has been proposed (i.e., external social speech, external audible speech, inaudible speech, and mental speech). An exploratory study was conducted to elucidate the appropriateness of the coding scheme both ontogenetically and during tasks. The results showed that both the coding scheme by type of speech and FA were adequate for differentiating ontogenetically between children. However, only the coding schemes of the FA were appropriate for differentiating between children as a function of their performance (i.e., time and scores) in a Tower of London task. Moreover, Galperin's scheme was more suitable when there was redundancy in performance between those with audible and inaudible external speech.

A change laboratory for maternity care in Brazil: Pilot implementation of Mother Baby Friendly Birthing Initiative.

Disrespectful and abusive treatment of women during childbirth is a worldwide problem. This research aimed to develop and implement a Mother Baby-Friendly Hospital Initiative (MBFHI) in an academic maternity hospital in Brazil and evaluate how change could be sustained. Change Laboratory principles guided a process of action research, which was conducted between 2017 and 2019. Clinicians and managers joined the researchers in discussion sessions to redesign routines and care pathways. Observation, interviews, focus groups, and historical and documentary analysis provided information about the existing activity system, which we analysed qualitatively using MBFHI criteria to identify themes. Evidence of inappropriate obstetric interventions and impersonal interactions between clinicians and patients stimulated us to devise innovative solutions. The challenges identified by this exercise included: poor infrastructure and ambience; difficulty adhering to evidence-based protocols; social and professional hierarchies; and clinicians being poorly educated about women's rights. Although challenges remained, positive changes included a friendlier environment, improved patient privacy, and fewer unnecessary procedures. Resources released by these changes allowed us, collaboratively, to track the further implementation and sustainability of change. We conclude that the Change Laboratory can help motivated clinicians and managers humanise patients' experiences, make care more evidence-based, and expand learning of mother-friendly maternity care. Tensions and contradictions between education and patient care reported here may resonate in settings other than maternity care.

Revision of Conception of Gradual Formation of Actions for Education and Psychological Development.

The psychological conception of the formation of action by stages has been one of the most significant contributions to activity theory. This conception can be understood in two ways: (1) in a broad way as general psychological conception and (2) in a straight way as a conception of the process of teaching and learning according to activity theory. We propose to consider the union of these two conceptual possibilities as a general methodological proposal for the study of development. The article offers a revision of the conception of gradual formation of action by stages according to modern educational needs in the sense of a union between Vigotsky's and Galperin's conception of psychological development. The article revises the possibility for usage of this methodology in a broad way as a general psychological conception, which might include modes of positive development together with developmental difficulties. From the point of view of an activity theory approach, brain functional systems might be understood as psycho-physiological dynamic mechanisms of actions and operations fulfilled by a subject. At the same time, the subject's own action is always accomplished within the context of one or another cultural activity. The conception of the gradual formation of action by stages helps to plan and organize specific types of interactions between child and adult in significant cultural situations. The stages of formation of cultural action, discussed in the article, are: material action with objects, materialized actions with external symbols, perceptive concrete action with concrete images, perceptive symbolic action with perceptive symbols, and verbal actions. The orientation base of action is an essential part of action on each level. These stages differ from the original proposal within Galperin's theory and offer a possibility to work with different kinds of actions: practical, intellectual, artistic, and physical actions. These types of actions might be used in educational processes in optimal situations and in situations with children with developmental difficulties. Our proposal opens a question about the types of actions which might be considered during the formation process, such as practical and intellectual actions. We discuss the usefulness of this psychological conception for the methods of assessment, correction, and teaching, which contribute to the development of the child.

Teoria da atividade: fundamento para estudo e desenho do blended learning / Théorie de lactivité: fondement de létude et de la conception du blended learning / Teoría de la actividad: fundamento para estudio y diseño del blended learning / Activity theory: fundamentals for study and design of blended learning

Resumo O objetivo deste estudo é explorar a teoria da atividade como um referencial teórico interdisciplinar adequado, situando os elementos sociais, pedagógicos e tecnológicos do blended learning no ensino superior, considerando a adoção e a efetividade do blended learning, que constitui a nova normalidade no atual contexto de presença e uso intensivo de tecnologias digitais na educação. Conclui-se a validade internacional da teoria da atividade e sua permanente transformação e evolução histórica, desde suas origens até os dias atuais, oferecendo transcender o caráter individual em direção a um caráter coletivo, representando adequadamente os elementos sociais, tecnológicos e histórico-culturais presentes em toda atividade formativa.

Résumé L'objectif de cette étude est d'explorer la théorie de l'activité comme cadre théorique interdisciplinaire approprié, tout en situant les éléments sociaux, pédagogiques et technologiques du blended learning dans l'enseignement supérieur et tenant compte que l'adoption du blended learning et son efficacité constituent la nouvelle normalité dans le contexte actuel d'usage intensif des technologies numériques dans l'éducation. La conclusion est que la validité internationale de la théorie de l'activité, avec sa transformation permanente et son évolution historique, depuis ses origines jusqu'à nos jours, nous permet de transcender son caractère individuel vers un caractère collectif et représenter adéquatement les éléments sociaux, technologiques et historico-culturels présents dans toute activité de formation.

Resumen El propósito es explorar la teoría de la actividad como referente teórico interdisciplinar adecuado, donde se sitúan los elementos sociales, pedagógicos y tecnológicos del blended learning en la educación superior, considerando que la adopción y efectividad del blended learning lo han constituido en el nuevo normal, en el actual contexto de presencia y uso intensivos de tecnologías digitales en educación. Se concluye en la validez internacional de la teoría de la actividad y su permanente transformación y evolución histórica desde sus orígenes hasta la época actual, ofrece transcender el carácter individual hacia un carácter colectivo, representando adecuadamente los elementos sociales, tecnológicos e histórico-culturales presentes en toda actividad formativa.

Abstract The objective is to explore activity theory as a suitable interdisciplinary theoretical framework, where to place the social, pedagogical and technological elements of blended learning in higher education and considering the adoption and effectiveness of blended learning, constituting the new normality, in the current context of presence and intensive use of digital technologies in education. It concludes on the international validity of the theory of activity and its permanent transformation and historical evolution from its origins to the present day, it allows to transcend the individual character towards a collective character, adequately representing the social, technological and historical-cultural elements present throughout the formative activity.

Learning Platforms for Implementing Formative Interventions to Promote the Health and Safety of Workers in Brazil.

Formative intervention methodologies, such as the Change Laboratory (CL), are increasingly being used in work environments. However, the learning process entailed in the application of these methodologies has received insufficient attention and may be facilitated through the use of learning platforms. We examined the development of learning and training strategies for implementing formative interventions, drawing on the experiences of a research group focusing on workers' health. Information obtained from individuals involved in CL formative activities was analyzed and interpreted using Cultural-Historical Activity Theory and the theory of expansive learning. The process of learning to implement formative interventions unfolded gradually, beginning with the interventionists' initial exposure to abstract concepts that they subsequently internalized via various mediations and applied in concrete situations. Four key interventionist training strategies used to foster collective learning were identified: (1) promoting dialogues and exchange of experiences, (2) creating environments for continuous learning and permanent discussion (seminars and post-graduate courses and the use of communication technologies), (3) creating spaces for experimentation and the practical application of concepts (case studies and participation in interventions), and (4) the use of the double stimulation method during training programs.

Leontiev about Matter and Consciousness: His Critique of Vygotsky in the Soviet context / Leontiev sobre Matéria e Consciência: Sua Crítica a Vigotski nos Anos 1930s

Abstract Closing out a set of six articles, this text presents a descriptive analysis of Leontiev's career between 1936-7 in the context of the profound changes caused by the Decree against Pedology and subsequent public campaign against the Vygotskian legacy. This paper seeks to outline the meaning of this campaign within the sinister context of the Soviet Great Purge and place Leontiev's main critical text of Vygotsky in the context of the enforcement of a "pure and genuine" Marxism-Leninism on the sciences. We claim that Leontiev confused the ontological and epistemological problem of the relationship of consciousness to matter, reflecting the Stalinist divisions between them. When Leontiev moved away from Vygotsky's legacy, he pursued a dualist, objectivist, and mechanistic inflection of Vygotsky's psychological materialism.

Resumo Completando um ciclo de seis artigos, este texto apresenta análise descritiva da carreira de Leontiev entre 1936-7, no contexto das profundas transformações causadas pelo Decreto contra a Pedologia de 1936 e subsequente campanha pública contra o legado vigotskiano. Procura delinear o sentido dessa campanha na sinistra conjuntura dos Grandes Expurgos stalinistas e situar o principal texto de crítica de Leontiev a Vigotski. Trata de mudanças teóricas nas obras dos autores em relação com a imposição de um "puro e genuíno" marxismo-leninismo às ciências. Defendo que Leontiev confundiu o problema ontológico e epistemológico sobre a relação consciência-matéria, repercutindo as cisões stalinistas entre ambas. Ao afastar-se do legado de Vigotski, realizou uma inflexão dualista, objetivista e mecanicista no materialismo psicológico vigotskiano.

Apreensão das zonas de sentido da atividade de trabalho da diarista / Apprehension of the zones of sense concerning the daily hired female housekeepers' work activity

O objetivo deste artigo é analisar o processo de significação da atividade de trabalho de diaristas. Doze entrevistas semi-estruturadas foram realizadas e suas narrativas foram sistematizadas pela técnica de núcleos de significação. Os resultados indicam a organização de tais narrativas em seis núcleos, cujos conteúdos se articulam. Eles compreendem aspectos relacionados: (1) à história de vida das diaristas, em particular a escolha dessa atividade; (2) aos relacionamentos no contexto de trabalho, revelando zonas de sentido que dizem respeito à instabilidade e ambivalências, em especial com seus pares e tomadores de serviço; (3) à dimensão da autonomia e liberdade nessa ocupação; (4) ao objetivo e as fontes de sentido da atividade (seu porquê); (5) à precariedade e incerteza, refletindo as marcas do trabalho informal; (6) às dificuldades na realização da atividade, bem como o processo de criação e utilização de estratégias de enfrentamento ou de instrumentos e ferramentas necessárias para execução do trabalho. As diaristas compartilham uma história de trabalho infantil, demarcada por uma rotina de trabalho intenso, um labor diversificado, precário e instável, que proporciona sua sobrevivência e o enfrentamento de situações cotidianas que lhes exigem criatividade, flexibilidade e adaptação.

This article analyzes the process of signification of daily hired housekeepers' work activity. Twelve semi structured interviews were carried out and their narratives were systematized through the meaning cores technique. The results indicate that the narratives were organized within six articulating cores. They comprehend aspects related to: (1) the women's life story, particularly the choice of said activity; (2) work environment relationships, revealing zones of sense that concern instability and ambivalence, specially towards their peers and employees; (3) the dimension of the autonomy and freedom inherent to this occupation; (4) the activity's objective and sources of meaning; (5) the precariousness and uncertainty, reflecting the traits of informal labor; (6) the difficulties regarding the performance of the activity, as well as the creation process and utilization of coping strategies, or instruments and tools required to execute the work. The daily hired female housekeepers share a history of child labor, marked by an intense diversified work routine that enables their survival and coping with daily situations that demand creativity, flexibility, and adaptation.

Spatial/Temporal Variations of Crime: A Routine Activity Theory Perspective.

Temporal and spatial patterns of crime in Campinas, Brazil, are analyzed considering the relevance of routine activity theory in a Latin American context. We use geo-referenced criminal event data, 2010-2013, analyzing spatial patterns using census tracts and temporal patterns considering seasons, months, days, and hours. Our analyses include difference in means tests, count-based regression models, and Kulldorff's scan test. We find that crime in Campinas, Brazil, exhibits both temporal and spatial-temporal patterns. However, the presence of these patterns at the different temporal scales varies by crime type. Specifically, not all crime types have statistically significant temporal patterns at all scales of analysis. As such, routine activity theory works well to explain temporal and spatial-temporal patterns of crime in Campinas, Brazil. However, local knowledge of Brazilian culture is necessary for understanding a portion of these crime patterns.

Ontological Issues and the Possible Development of Cultural Psychology.

Ontological issues have a bad reputation within mainstream psychology. This paper, however, is an attempt to argue that ontological reflection may play an important role in the development of cultural psychology. A cross-reading of two recent papers on the subject (Mammen & Mironenko, Integrative Psychological and Behavioral Science, 49(4), 681-713, 2015; Simão Integrative Psychological and Behavioral Science, 50, 568-585, 2016), aimed at characterizing their respective approaches to ontological issues, sets the stage for a presentation of Cornelius Castoriadis' ontological reflections. On this basis, a dialogue is initiated with E.E. Boesch's Symbolic Activity Theory that could contribute to a more refined understanding of human psychological functioning in its full complexity.

Contribuições para compreender a formação na licenciatura e na docência / Contributions to understand graduation and teaching training

RESUMO: A partir de projetos de formação de professores, integrando universidade e escolas públicas, analisam-se aspectos da atividade do licenciando e do professor, tendo por base os princípios da teoria histórico-cultural e da teoria da atividade. As considerações apresentadas decorrem de resultados de pesquisas que as autoras desenvolvem nas universidades públicas em que atuam. Os dados obtidos foram dispostos e analisados em conformidade com os princípios do materialismo histórico-dialético, campo epistemológico da teoria histórico-cultural. Conclui-se que, a partir dos lugares sociais e da atividade principal em que os sujeitos se encontram, há necessidade da diferenciação dos elementos nos universos de significação de tais modalidades de formação, para que a organização do processo formativo seja intencionalmente definida em conformidade com áreas específicas de conhecimento, de modo que as ações se tornem sustentáveis para o movimento de mudança tanto de sentido quanto da ação docente que os sujeitos em formação virão a desenvolver.

ABSTRACT: This paper analyzes aspects of the students university and teachers activities based on the principles of historical-cultural and activity theory through teacher training projects, integrating university and schools public. The considerations presented are derived from research results that the authors develop in the public universities in which they work. The data obtained were arranged and analyzed in accordance with the principles of historical-dialectical materialism, epistemological field of historical-cultural theory. From the analysis of social places and the main activity of the subjects, it conclude is that there is need for differentiation of the elements that comprise the universes of meaning of forms of training is required so that the organization of the training process is performed according to specific areas of knowledge. In this way, the actions will be sustainable both for the movement of change of personal sense, as in teaching activities as the subjects in training will develop.

Aplicaciones de la Teoría de la Actividad de Leontiev y Vygostki (TA), al ámbito de las competencias docentes de los profesores de ética USACH / Applications of the Activity Theory by Leontiev and Vygotski to the field of educational competencies of USACH professors of ethics

El presente estudio indaga la actividad docente para el curso de Ética en la Facultad Tecnológica de la Universidad de Santiago de Chile. Su objeto es identificar a partir de aportes teóricos del Constructivismo, como Leplat, Vygotski y La Teoría de la Actividad de Leóntiev, el trabajo que realizan los profesores para desarrollar la asignatura. Se apunta al reconocimiento de fortalezas y debilidades presentes, en función de su horizonte formativo o contexto en el cual despliegan su quehacer. Este estudio se perfila basándose en el análisis cualitativo a través de la aplicación de diez entrevistas y dos grupos focales, efectuados a todos los Profesores con 3 años de experiencia en su ejercicio de Pregrado. A partir de esta teoría se comprendió la dinámica de la actividad docente, y a partir de ahí contemplarla dimensionalmente, de modo de ordenar, jerarquizar y detectar elementos que sirvan para proponer competencias docentes. Al mismo tiempo se detectaron ciertas falencias de la actividad, inserta dentro del contexto de la enseñanza en Ética.

The present study investigates the teaching activity for the Ethics course at the Technological Faculty of the University of Santiago, Chile. Its purpose is to identify, from theoretical contributions of Constructivism, such as Leplat, Vygotski and The Theory of Activity of Leontiev, the work that teachers perform to develop the subject. It aims at the recognition of strengths and weaknesses present in function of their formative horizon or context in which they unfold their work. This study is based on the qualitative analysis, through the application of ten interviews and two focus groups, made to all Professors with 3 years of experience in their undergraduate program. From this theory the dynamics of the teaching activity was understood, and from there to contemplate it dimensionally so as to order, hierarchize and detect elements that serve to propose teaching competences. At the same time certain failures of the activity were detected, inserted within the context of the teaching in Ethics.

Nem tudo que reluz é Marx: críticas stalinistas a Vigotski no âmbito da ciência soviética / Tout ce qui brille n’est pas Marx: analyse de la critique stalinienne à Vigotski dans la science soviétique / Ni todo lo que brilla es Marx: análisis de las críticas estalinistas a Vigotski en la ciencia soviética / Not all that glitters is Marx: analysis of Stalinist critiques of Vigotski within the Soviet science

No Brasil, tem havido notável crescimento da chamada “teoria da atividade”, cuja fundamentação é associada especialmente ao pesquisador russo A. N. Leontiev (1903-1979). Isso se tem feito em conexão direta com a noção de que Vigotski, Luria e Leontiev compuseram uma troika, responsável pela elaboração da teoria histórico-cultural e da teoria da atividade. O objetivo deste artigo é iniciar a problematização da própria veracidade dessa narrativa a partir de uma análise do contexto no qual se dispôs o conteúdo das críticas stalinistas a Vigotski de 1931-1937, da construção do sistema de produção científica no regime soviético e dos contrastes políticos e culturais entre os anos de 1920 e 1930 - especialmente o estabelecimento do marxismo-leninismo e o pragmatismo como marcas do regime stalinista. O texto contribui para a análise das ideias e frentes de trabalho vigotskianas condenadas pelos críticos stalinistas e suas potenciais repercussões na psicologia soviética elaborada nos anos de 1930.

Au Brésil, il y a une croissance remarquable de la ®théorie de l’activité¼, dont la fondamentation est associée en particulier au chercheur russe A. N. Leontiev (1903-1979). Cela a été fait en liaison directe avec l’idée que Vigotski-Luria-Leontiev étaient le trio responsable pour le développement de la théorie historique-culturelle et de la théorie de l’activité. Cet article se propose à remettre en question la vérité même de ce récit - restreint à le champ de l’histoire des idées - à partir d’une analyse du contexte dans lequel a surgi la critique stalinienne à Vigotski entre 1931-1937, la construction du système de production scientifique du régime soviétique et les contrastes politiques et culturelles entre les années 1920 et 1930 - en particulier l’établissement du marxisme-léninisme et du pragmetisme comme marques du stalinisme. Le texte contribue à l’analyse des idées et des fronts de travail vigotskiennes condamnés par les critiques staliniennes et leur impact potentiel dans la psychologie soviétique développée dans les années 1930.

En Brasil, se produce un notable crecimiento de la “teoría de la actividad”, cuya fundación se asocia sobre todo al ruso A. N Leontiev (1903-1979). Esto se lleva a cabo por la relación directa con la idea de que Vigotski, Luria y Leontiev compusieron una troika, responsable del desarrollo de la teoría histórico-cultural y de la actividad. Este artículo tiene la intención de empezar a cuestionar la verdad de esta narrativa -limitada al campo de la historia de las ideas-, a partir de un análisis del contexto en el que expuso el contenido de las críticas estalinistas a Vigotski del 1931 al 1937, la construcción del sistema de producción científica en el régimen soviético y los contrastes políticos y culturales entre los años 1920 y 1930 -en especial el establecimiento del marxismo-leninismo y el pragmatismo como marcas del estalinismo. Este texto debe de contribuir al análisis de las ideas y los frentes de trabajo vigotskianos condenados por los críticos estalinistas, y su potencial impacto en la psicología soviética desarrollada en la década de 1930.

In Brazil, there has been remarkable growth of the “activity theory”, whose foundation is associated especially to the Russian researcher Leontiev (1903-1979). This has been done in direct connection with the notion that Vigotski, Luria and Leontiev composed a troika, responsible for Cultural-Historical Theory as well as Activity Theory. The purpose of this article is to start a discussion on the truthfulness of this narrative from an analysis of the context in which it is arranged: (1) the content of the Stalinist criticism of Vigotski 1931-7, (2) the construction of the Stalinist Science by the Soviet regime, (3) the political and cultural contrasts between the 1920s and 1930s - especially regarding the establishment of Marxism-Leninism and pragmatism as main features of Stalinist regime. The text is intended to highlight the vigotskian ideas and lines of work condemned by the Stalinists critics and their potential impact in Soviet psychology developed in the 1930s.

Historicizando a teoria da atividade: do embate ao debate / Historicizing the activity theory: the clash in to debate

O presente artigo busca, mediante um processo de revisão de literatura, investigar analiticamente as origens, fundamentos e a estrutura da teoria da atividade, entendida como uma forma dialética de relação entre o homem e a realidade histórico-concreta, cuja materialidade é capital ao processo formativo do psiquismo humano. Tal teoria deriva-se dos estudos de Vygotsky e é sistematizada em seu aparato conceitual por Leontiev. Além disso, trazemos ao corpo do texto fundamentos acerca das discussões sobre a validade da teoria da atividade e as possíveis fontes epistemológicas e ideológicas das críticas dirigidas a tal aparato conceitual, objetivando transformar tal embate em um debate acalorado, todavia, profundamente comprometido para com uma psicologia crítica e transformadora.

This article aims, through a process of literature review, analytically investigate the origins, bases and structure of activity theory, understood as a form of dialectical relationship between man and the concrete historical reality, whose materiality is a crucial element to the formative process of the human psyche. This theory derives from Vygotsky studies, being systematized in its conceptual apparatus by Leontiev. Moreover, we bring in the body of text the principles of the debate on the validity of the theory activity and this possible fountain of epistemological and ideological criticisms of this conceptual apparatus, aiming to transform this clash in a debate, deeply committed to a critical and transformation psychology.

Crianças, orçamento participativo e teoria da atividade: algumas reflexões / Children, participative budget and the theory of activity: some reflections / Niños, presupuesto participativo y teoría de la actividad: algunas reflexiones

O direito à participação e à voz é concedido às crianças em uma sociedade cultural e historicamente construída tendo como referência o adulto e na qual a infância é por vezes concebida como um "vir a ser". O presente artigo objetiva problematizar a participação de crianças no orçamento participativo de um município do Nordeste brasileiro a partir de uma discussão de cunho teórico fundamentada na Teoria da Atividade Humana de Leontiev. A atividade humana, compreendida em seu papel de mediação na relação ser humano - mundo material -, possibilita pensar a participação das crianças relacionando-a à atividade que se tenha em conta e, portanto, às ações e operações empreendidas para o desenvolvimento dessa atividade, considerando sua apropriação por parte das crianças, em contextos culturalmente configurados.

The right to participation and to be heard is granted to children in a society that is culturally and historically constructed with reference to adults and that also conceives childhood as a "becoming". This paper aims to discuss children´s participation in the participatory budgeting of a Brazilian northeastern municipality, from a theoretical discussion based on Leontiev´s Human Activity Theory. Human activity, understood in its mediation role in the human being - material world relationship -, makes it possible to think about children´s participation by relating it to the activity that is taken into account and, hence, to the actions and operations undertaken to develop this activity, considering its appropriation by children within culturally configured contexts.

El derecho a la participación y a la voz se les concede a los niños en una sociedad cultural e históricamente construida con base en el adulto y en la cual la infancia es a veces concebida como un "viene a ser". Este artículo tiene como objetivo discutir la intervención de los niños en el presupuesto participativo de un municipio en el noreste brasileño a partir de una discusión teórica basada en la Teoría de la Actividad Humana de Leontiev. La actividad humana, entendida en su papel de mediación en la relación ser humano - mundo material, posibilita pensar la participación de los niños relacionándola con la actividad que se considere y, por lo tanto, a las acciones y operaciones emprendidas para el desarrollo de esta actividad, teniendo en cuenta la adaptación por parte de los niños, en contextos culturalmente configurados.