PREJUDICE AND THE HISTORIC-CULTURAL THEORY: WHAT DO RESEARCHES ABSTRACTS IN EDUCATION REVEAL TO RESEARCHERS?

Abstract

In this article, we present the result of an investigation carried out with academic and scientific researches abstracts in Education available in CAPES theses bank. Through searching and analysis of dissertations and theses abstracts, we aimed at identifying the presence or not of the Historic-Cultural approach as a subsidiary of the analyses referential in studies which deal with prejudice. In terms of methodology, such investigation used documental and bibliographical study. In the documental study, whose information source was the CAPES theses bank, abstracts of dissertations and theses in Education were searched and analyzed regarding prejudice from 1990 and 1999. In this decade there was a strong diffusion of the Historic-Cultural Theory in the Brazilian educational scenery. In the bibliographical study, writings about prejudice and the Historic-Cultural approach were contemplated. We verified that only one abstract mentions the use of such approach as subsidiary of the analysis referential about prejudice. Due to such lack, the necessity of studies which search new possibilities of analysis in formulations of the Historic-Cultural approach is highlighted since postulating that the human psyches is derived from socially organized practical activity, it can offer subsidies for the comprehension of what prejudice is.