Relationship between teaching promoting human development and the conception of knowledge

Abstract

Due to the differences between materiality that produces the Theory of Developmental Teaching and the objective conditions in which teaching occurs in Brazil, it is necessary to ensure, in the training of teachers in the Brazilian context, the understanding of what is the essence of this theory and not the reproduction of the proposed didactic actions. In this sense, this article aims to discuss what is core in Davidov's didactic proposition, in order to understand the theoretical-methodological principles on which his didactic proposition is based.  The text is the result of an explicative research, qualitative approach and specialized bibliography. The results indicate that the nuclear in his theory is the conception of knowledge based on materialist dialectic logic. In this conception, the concepts are thus perceived as mediating tools that permit the intelligibility of objective reality to humans.  This understanding revolutionizes the way of understanding the teaching content, the role of the agent in learning and the form of exposition/appropriation of concepts, giving rise to a didactics compatible with this conception of knowledge. The analysis reveals the principles which foreground the six activities of study proposed by Davidov. There is thus the possibility of not merely reproducing these activities in basic education or in teaching formation, but in adding others that, based on the same principles, would be adequate to conditions which are effective towards the positing of pedagogical work in other formation contexts.