Bibliographic Details
| Title: |
La potencia de un concepto vigotskiano. Pensar y transformar las prácticas escolares. Teoría sociohistórica, aprendizaje y educación. |
| Authors: |
HERNÁNDEZ ROJAS, GERARDO1,2 ger_hernandezr@yahoo.com |
| Source: |
Revista Mexicana de Investigación Educativa. 2026, Vol. 31 Issue 109, p579-585. 7p. |
| Subject Terms: |
*Emotional experience, *Learning, *Sociocultural theory, *Affect (Psychology), *Teaching methods, Sociohistorical analysis, Social evolution |
| People: |
Vygotsky, Lev, 1896-1934 |
| Abstract (English): |
The article focuses on the concept of *Perezhivanie*, a Vygotskian construct that refers to the subjective experience or lived experience that people have in response to sociocultural situations, and its potential to transform school practices from a historical-cultural perspective. It is highlighted that, although Vygotsky’s theory has traditionally been interpreted through semiotic mediation and the Zone of Proximal Development, in the 21st century there has been a renewed interest in the affective dimension of his work, especially through the study of *Perezhivanie*. The text reviews a book coordinated by Latin American specialists that addresses this concept from multiple approaches, including its conceptualization, translation, research methodology, and educational applications such as play and school inclusion. Finally, the importance of continuing to empirically investigate the link between students’ subjectivity and educational processes is emphasized in order to fully harness the potential of *Perezhivanie* in personal and cultural development. [Extracted from the article] |
| Abstract (Spanish): |
El artículo se centra en el concepto de *Perezhivanie*, un constructo vigotskiano que refiere a la experiencia subjetiva o vivencia que las personas tienen frente a situaciones socioculturales, y su potencial para transformar las prácticas escolares desde una perspectiva histórico-cultural. Se destaca que, aunque la teoría de Vigotsky ha sido tradicionalmente interpretada desde la mediación semiótica y la Zona de Desarrollo Próximo, en el siglo XXI ha resurgido el interés por la dimensión afectiva de su obra, especialmente a través del estudio de *Perezhivanie*. El texto revisa un libro coordinado por especialistas latinoamericanos que aborda este concepto desde múltiples enfoques, incluyendo su conceptualización, traducción, metodología de investigación y aplicaciones educativas, como el juego y la inclusión escolar. Finalmente, se subraya la importancia de continuar investigando empíricamente el vínculo entre la subjetividad de los educandos y los procesos educativos para aprovechar plenamente el potencial de *Perezhivanie* en el desarrollo personal y cultural. [Extracted from the article] |
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| Database: |
Education Research Complete |
