RELAÇÕES COOPERATIVAS ENTRE CRIANÇAS NO DESENVOLVIMENTO DAS FUNÇÕES PSÍQUICAS SUPERIORES:

período pré-escolar

Abstract

This research project investigates the implications of cooperative relationships among early childhood education children in the development of higher psychological functions, based on Historical-Cultural Psychology and Historical-Dialectical Materialism. The central objective is to understand how cooperative pedagogical activities can foster the subordination of children's actions to the teacher's verbal instruction and, consequently, promote cognitive and social development. The study is justified by the need for pedagogical practices that value cooperation, overcoming the individualization of learning activities. The qualitative methodology includes a literature review and field observation, with records of children's interactions in the classroom. The theoretical framework is grounded in authors such as Vygotsky, Luria, and Leontiev, who emphasize language and social interaction as key factors in the internalization of concepts. The project also establishes a link with ethnic-racial issues, recognizing that cooperative interactions among children are shaped by diverse cultural and identity contexts. By considering ethnic plurality as part of the educational process, the research contributes to the construction of inclusive and anti-racist pedagogical practices from early childhood. The expected results aim to foster the creation of more collaborative, meaningful, and equitable learning environments, while reinforcing the importance of teacher education committed to diversity and social justice.