The relevance of Vigotski's thinking:

contributions of cultural-historical psychology to teaching work

Abstract

This work aims to analyze Vygotsky's main contributions to the teaching work and their current status. For this, a bibliographic research was carried out, highlighting the historical-social context of construction and dissemination of the works of the Belarusian psychologist, presenting the main ideas and concepts elaborated by the author on thought, language, development, learning and the education of children with disabilities. As a result of this investigation, the importance of a critical reading of Vygotsky's work is highlighted, evidencing its political character and the relevance of his thought for an inclusive education and a more just and egalitarian society.