Resumo

ACEVEDO, Cecilia  e  GOMEL, Andrés. Concepts and intersubjectivity in science classes. A vigotskian approach. Espac. blanco, Ser. indagaciones [online]. 2020, vol.30, n.2, pp.21-30.  Epub 01-Dez-2020. ISSN 1515-9485.

We will review Vygotskian concept formation and development studies to think over their validity and pertinence, as well as his finding's potentiality to become analytical tools at didactic situations. Then, situation definition, intersubjectivity and semiotic mediation categories will also be considered, in order to include James Wertsch intersocial functioning analysis within the Proximal Development Zone.

As we'll take some pieces of chemistry school classes, we'll try to put into dialogue with all those theoretical contributions during this interaction between the science teacher and the students.

From a psychoeducational perspective on school learning we want to contribute to the debate about uses of this theory to understand conceptual appropriation processes that can take place indidactic contexts.

Palavras-chave : concepts; intersubjectivity; proximal development zone; learning; science education.

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