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Rubtsov, V. (1996). The Learning Activity and the Problems Reffering to Students’ Theoretical Thinking Development (A atividade de aprendizado e os problemas referentes à forma??o do pensamento teórico dos escolares). In C. Garnier, N. Bernarz, & I. Ulanovskaya (Eds.), After Vygotsky and Piaget: Social and Constructive Russian and Western Schools’ Perspectives (Após Vygotsky e Piaget: perspectivas social e construtivista escolas russa e ocidental) (pp. 129-137). Porto Alegre, RS: Artes Médicas.

has been cited by the following article:

• TITLE: Active Teaching Approach: Teaching and Learning Methods on Historical and Cultural Theory

  AUTHORS: Maria Eliza Mattosinho Bernardes

  KEYWORDS: Historical-Cultural Psychology, Educational Activity, Active Methodology

  JOURNAL NAME: Creative Education, Vol.5 No.10, June 19, 2014

  ABSTRACT: This study is a theoretical synthesis of researches performed in the scholar context aiming to present an active teaching and learning proposal that sees teaching approach as the dialectical unity in concepts of internalization movement. The actions are organized by the professor and carried out by the subjects who are actively involved in the educational process. The field research is based on the assumptions of dialectical and historical materialism, historical and cultural psychology and the action-research. In the theoretical field, the study shows the theoretical and methodological principles of the pedagogical activity and characterizes the triggering situation, the ways of action in the study community, and the means of learning control as the structure of the activity in common existing in the teaching-learning relationship. The results show the teaching organization based on school reality which aims, through the processes of questioning reality and mediating historically elaborated knowledge, to lead the subjects involved in pedagogical activities to the comprehension of what is real and to the development of human potential.