Psychopedagogical assessment from the perspective of Vigotski’s Historical-Cultural Theory

Abstract

The present article aims to present a psychopedagogical assessment model structured from the perspective of Lev Semionovitch Vygotsky’s Historical-Cultural Theory. The study questions how a vision that classifies and standar-dizes human behavior and ways of learning contributes to a pathologization of differences in development. The Historical-Cultural Theory presents a perspective of development that breaks with a dualistic view of man, which contributes to a comprehensive understanding of human development. The assessment model based on the principles of Historical-Cultural Theory aims to find compensatory paths for the child’s self-development. The main question of this article is to reflect on how a psycho-pedagogical assessment based on Historical-Cultural Theory can contribute to understanding the child’s integral development? The methodological procedures explain that the research is the presentation of a psychopedagogical assessment presented in the form of a descriptive report of a six-year-old child. This evaluation is divided into six parts and presents results from a four-month follow-up. The result of this article was to present an evaluation proposal that clarifies to the institutions involved in child development the role of intentionally organized stimuli, the understanding that there is diversity in human develo-pment and that these differences are not synonymous with a supposed neurodevelopment disorder or some disease.