La potencia de un concepto vigotskiano. Pensar y transformar las prácticas escolares. Teoría sociohistórica, aprendizaje y educación.
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| Title: | La potencia de un concepto vigotskiano. Pensar y transformar las prácticas escolares. Teoría sociohistórica, aprendizaje y educación. |
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| 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] |
| Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193072471 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: La potencia de un concepto vigotskiano. Pensar y transformar las prácticas escolares. Teoría sociohistórica, aprendizaje y educación. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22HERNÁNDEZ+ROJAS%2C+GERARDO%22">HERNÁNDEZ ROJAS, GERARDO</searchLink><relatesTo>1,2</relatesTo><i> ger_hernandezr@yahoo.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Mexicana+de+Investigación+Educativa%22">Revista Mexicana de Investigación Educativa</searchLink>. 2026, Vol. 31 Issue 109, p579-585. 7p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Emotional+experience%22">Emotional experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Sociocultural+theory%22">Sociocultural theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Affect+%28Psychology%29%22">Affect (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Sociohistorical+analysis%22">Sociohistorical analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+evolution%22">Social evolution</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Vygotsky%2C+Lev%2C+1896-1934%22">Vygotsky, Lev, 1896-1934</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: 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] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193072471 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 7 StartPage: 579 Subjects: – SubjectFull: Emotional experience Type: general – SubjectFull: Learning Type: general – SubjectFull: Sociocultural theory Type: general – SubjectFull: Affect (Psychology) Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Sociohistorical analysis Type: general – SubjectFull: Social evolution Type: general – SubjectFull: Vygotsky, Lev, 1896-1934 Type: general Titles: – TitleFull: La potencia de un concepto vigotskiano. Pensar y transformar las prácticas escolares. Teoría sociohistórica, aprendizaje y educación. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: HERNÁNDEZ ROJAS, GERARDO IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14056666 Numbering: – Type: volume Value: 31 – Type: issue Value: 109 Titles: – TitleFull: Revista Mexicana de Investigación Educativa Type: main |
| ResultId | 1 |
