resuMOConsiderando que a Teoria Histórico-Cultural vem ampliando sua inserção na Psicologia brasileira nas últimas décadas, o presente ensaio teórico pretende contribuir para a apropriação de seus postulados ontológicos e epistemológicos. A análise busca explorar as implicações para a Psicologia como ciência e profissão do preceito lukacsiano do desvelamento das conexões entre singular-particular-universal como requisito para a apreensão dos fenômenos em sua essencialidade, evidenciando sua aproximação com o postulado por Vigotski em relação à necessária apreensão dos fenômenos psicológicos em sua processualidade. Nessa direção, coloca-se em questão a unidade dinâmica indivíduo/sociedade postulada pelo materialismo histórico-dialético, trazendo subsídios para a superação das cisões usualmente estabelecidas entre os polos dessa relação. palavras-chave: psicologia histórico-cultural; dialética; singular-particular-universal. resuMenMientras que la teoría histórico-cultural se há ampliado su inserción em la psicologia brasileña em las últimas décadas, este ensayo teórico tiene como objetivo contribuir a la apropriación de sus supuestos ontológicos y epistemológicos. La análisis pretende explorar las implicaciones para la psicologia como ciência y profesión del precepto lukacsiano de las conexiones entre singular-particular-universal como requisito para la compreensión de los fenómenos em su esencialidad, mostrando sua aproximación com el postulado por Vygotsky sobre la necessidade de apreension de los fenómenos psicológicos em su procesualidad. En este sentido, pone em tela la unidad dinâmica individuo/sociedade postulada por el materialismo histórico y dialéctico, a vista de traer subsídios para la superación de las divisiones frecuentes entre los polos de esta relación.palabras clave: Psicologia Histórico-Cultural; Dialéctica; Singular-Particular-Universal. aBstractConsidering that Cultural-Historical theory has been gaining importance within Brazilian Psychology in the last decades, this essay aims at contributing to understanding its ontological and epistemological foundations, introducing the concepts of singularity, particularity and universality of the dialectics that exists between them. The analysis looks to explore the implications to Psychology, both as a science and as a professional practice, of the lukacsian indication about the need to apprehend the connections between singularity, particularity and universality as a condition for understanding the essence of phenomena. In that sense, this analysis brings light to the individual/society dynamics unity affirmed by historical-dialectical materialism, which contributes to overcoming of the dichotomies usually established between the poles of this relationship.

RESUMO. O presente artigo se propõe uma análise dos estágios do desenvolvimento infantil na perspectiva histórico-cultural. Nele são apresentados os princípios ou fundamentos que devem sustentar a periodização do desenvolvimento na perspectiva de Vigotski, buscando-se evidenciar o caráter histórico e dialético das proposições do autor. São também apontadas, de forma breve, algumas das importantes contribuições de Leontiev e Elkonin a essa temática. Discute-se inicialmente a importância de uma abordagem histórica do desenvolvimento da criança, enfatizando-se a relação criança-sociedade e as condições históricas concretas como determinantes do processo de desenvolvimento infantil. Em seguida, são apresentados os fundamentos da periodização das idades na perspectiva vigotskiana, destacando-se a relação entre as proposições do autor e os princípios do método dialético. São então apresentados os estágios do desenvolvimento infantil provisoriamente identificados por Vigotski e, por fim, a análise de Leontiev e Elkonin sobre a periodização do desenvolvimento apoiada na categoria de atividade principal. Palavras-chave: desenvolvimento infantil, psicologia histórico-cultural, método dialético.

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Resenha de International seafarers and transnationalism in the twenty-first century

In the Brazilian context, still marked by the lack of clear pedagogical understanding about "what to teach" and "how to teach" children under six years old, the present investigation had the goal of systematizing principles to the organization of teaching in early years education from the Culturalhistorical perspective. Starting from the understanding that discussing the problem of teaching organization implies to understand the nature of the early years teacher's practice, this societal practice was taken as the object of our investigation. Thus, a theoretical analysis of the teaching practice in early years education was carried out, seeking to apprehend it to beyond the pseudoconcrete transparence and its singular and particular expressions. In that sense, the analysis sought to identify the (desired) product and the essential relations of this societal practice to which early years teachers engage as agents. Experimental data to the analysis of the practice were gathered through observation in classrooms of a public early years school and also through questionnaires answered by ten teachers of that school, which was located in the suburbs of a medium city in the country side of São Paulo State-Brazil. The study was developed simultaneously with a process of continuous formation for the teachers and the school's director, which also worked as a data source. The methodological and philosophical fundamentals of the investigation derive from the Historical-dialect materialism, with emphasis on the categories of concreteness, universality, historicity and totality and on the theoretical thinking concept. From data analysis, we sought to apprehend the desired product through concrete-singular practice taken as empirical reference of the investigation and we elaborated a theoretical modeling of the teaching practice in early years education, which constituted the study unit of analysis. The model seeks to reflect the hypothesis that relations children-content-resource-conditions, understood as a system where all elements condition each other, are a possible universal (abstract) trait of the teaching practice in preschool education. The modeling showed to be a comparative analysis tool to the historical constitution analysis of preschool teaching as a social practice, which sought to identify the societal needs which determine its urge and consolidation, positioning this specific social practice in the social totality of the capitalist society. Then, the model was used as an instrument to the analysis of the practice of the school unit researched in the light of the Culturalhistorical Psychology, revealing the complexity of relations faced by early years teachers in their activity. Starting from this analysis, principles were formulated for teaching organization in early years education having as reference the practice product, the relations children-content-resourceconditions and the practice agent.