ResumoO presente estudo teve por objetivo investigar concepções de educadores infantis sobre a aprendizagem e o desenvolvimento humano.Participaram da pesquisa quatro educadores infantis atuantes na cidade de Patrocínio-MG. Foram realizadas entrevistas semiestruturadas e os dados analisados a partir dos fundamentos teóricos da Psicologia Histórico-Cultural. Por meio das entrevistas foi possível identificar que as concepções apresentadas pelos educadores sobre a aprendizagem e o desenvolvimento humano aproximam-se do entendimento do senso comum, pois eles não as esclarecem de forma elaborada, evidenciando uma formação docente ainda incerta, o que repercute na sala de aula, gerando atuações aligeiradas e sem a devida intencionalidade educacional. Isso aponta para a necessidade de uma formação docente mais sólida, que possibilite planejar intervenções, sobretudo voltadas ao processo de desenvolvimento humano. Diante disso, o psicólogo pode contribuir com a construção dessas formações a partir de olhares diferenciados na constituição de um referencial teórico-prático junto aos educadores. Palavras-chave:Psicologia Histórico-Cultural; Educação Infantil; desenvolvimento e aprendizagem. Conceptions of children's educators on learning and development: analysis by Historical-Cultural Psychology AbstractThe purpose of this study was to investigate what kind of conceptions children 's educators have about learning and human development. Four children educators working in the city of Patrocínio-MG participated in the study. Semi-structured interviews were conducted and the data were analyzed from the theoretical foundations of Historical-Cultural Psychology. Through the interviews it was possible to identify that the conceptions presented by the educators about learning and human development are close to the understanding of common sense, since they do not clarify their conceptions in an elaborate way, it means an evidence that the conditions of the teacher's formation is still uncertain, which has repercussions in the classroom, generating light performances and lacking educational intentionality. This points to the need for a more solid teacher education, which makes it possible to plan interventions, mainly focused on the process of human development. Given this, the psychologist can contribute to the construction of these formations from different perspectives in the constitution of a theoretical-practical reference to the educators. Keywords:Historical-Cultural Psychology; child education; development and learning. Concepciones de educadores infantiles sobre aprendizaje y desarrollo: análisis por la Psicología Histórico-Cultural ResumenEl presente estudio tuvo por objetivo investigar concepciones que educadores infantiles poseen sobre aprendizaje y desarrollo humano. Participaron de la investigación cuatro educadores infantiles actuantes en la ciudad de Patrocínio-MG. Se realizaron entrevistas semiestructuradas y analizados los datos a partir de los fundamentos teóricos de la Psicología Histórico-Cultural. Por intermed...
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