TEACHING AND LEARNING BODY CULTURE:

contributions from Vygotsky’s school

Abstract

This article reviewed the teaching activity and the learning process in the Cultural-Historical Theory within the field of Physical Education, while drawing on the studies conducted by the Research Group on
Physical Education, Art and Culture (GEFAC) and by the Study and Research Group on Education, Politics
and Pedagogical Practice of Body Culture (GEPPECC). In order to do so, the research was divided into two
stages: 1) study of the concept of social being and education as a prerequisite for human development, based on Vygotsky’s and collaborators’ Cultural-Historical Theory; 2) presentation and analysis of the studies developed and shared in the scientific community by the GEFAC/GEPPECC Groups about teaching and learning body culture in Primary Education PE, based on the data from registration platforms and directories and their impacts. Historical and critical analysis (NETTO, 2011) were then carried out, while guided by analysis and
study categories: conception of the formation of man, education and culture; conception of teaching, learning and human development; scientific and experimental production and their repercussions. We take into account that the Cultural-Historical Theory moves forward in the understanding and proposition of teaching and learning, and it is an important contribution to the pedagogical process of Physical Education within Primary Education. The GEFAC/GEPPECC Groups, while drawing on this theory for their research and interventions,
have confirmed their importance in the process of learning and development of higher psychological functions, as well as in body culture appropriation.