THE CONCEPT OF LEARNING FROM THE PERSPECTIVE OF PIAGET AND VYGOTSKY: CONVERGENCES AND DIFFERENCES BETWEEN THE AUTHORS

• DOI: 10.22533/at.ed.929322310029

• Palavras-chave: Learning. Piaget. Vygotsky.

• Keywords: Learning. Piaget. Vygotsky.

• Abstract:

  The purpose of this study is to present the concept of learning from the perspective of psychologists Jean Piaget and Lev Vygotsky, as well as to identify the similarities and differences between the authors in relation to the concept. In this sense, the main objective is to understand the meaning of learning according to the authors. It is necessary to describe the biography of psychologists, understanding the bases of who Jean Piaget and Lev Vygotsky were. Furthermore, describe and understand constructivist (Piaget) and sociointeractionist (Vygotsky) theories. Perceive how the learning development process takes place in the individual according to each of the theorists. Finally, describe and relate the divergences and convergences of the learning concept between the two authors. As a theoretical framework, the following authors were used: Piaget, (2016); Vygotsky (1984; 2001); Rego (1995); From Bona & Drey (2013); La Taylle, Oliveira & Dantas (2016); in addition to other sources such as articles, dissertations and theses that deal with the object of this study. Using the methodology of imprintqualitative of typebibliographical research, which according to Gil (2021) is based on already published material, including books, magazines, newspapers, theses and dissertations based on aexploratory and descriptive perspective, of aqualitative/documentary.