Historical-cultural theory and its contributions to visual arts teaching

Abstract

The content of this article accrues from a master's research in Education, whose subject matter was the organization of art education in the historical-cultural perspective for the formation of aesthetic reading ability of elementary school students. The aim of this paper is to present some basic concepts of historical-cultural theory in order to explain the formation and development of psychological functions of the human being, emphasizing the role of social relations and cultural mediations, especially teaching-learning interactions, specifically in art. It is based on the premise that art occupies a place of relevance in human development by providing mediation with the higher forms of thought and sensibility, boosting the development of personality. The ability to metaphorize the world broadens perception beyond the appearance of objects and imagination to build new ways and ways of seeing the world. In this perspective, the methodology adopted in this study was the bibliographic research focusing on the historical-cultural theory, discussing its contributions to the organization of the teaching-learning process of visual arts. The conclusions of the work point to the pertinence of the historical-cultural theory for the teaching of art, in the sense of helping to understand how the symbolic elements, historically produced, propel the integral psychological development of Students.