Approaches between the theory of Human Development and the learning of textual genres

Abstract

This study is part of the field of language psychology and aims to disseminate results related to a theory of Vygotsky's interactionist theory. Specifically, the aim was to understand the contexts in which human actions take place; to identify the language skills that can be acquired and mobilized in different communication situations. To relate the theory of human development in such a way as to bring it closer to the learning of textual genres. The theoretical assumptions are based on Social Interactionism as the foundation for a transformative practice, in which textual genres can be effective tools for constructing social practices at school through the texts that appear in our culture, so that textual genres become important tools for instrument-mediated learning. Methodologically, we used qualitative research by means of a literature review, based on different sources, since this procedure allows for a detailed description of the subject without exhausting the sources of information, in view of the systematic analysis of the data and the rapid updating of studies on the subject. The results obtained indicate that the development of human learning occurs through the reciprocal exchanges established throughout life between the individual and the stimuli in the environment, and that both change as they are influenced.