Novo número da Revista Brasileira da Pesquisa Sócio-Histórico-Cultural e da Atividade

Como a perspectiva sócio-histórico-cultural pode nos auxiliar a encontrar formas de superar a opressão, a necropolítica e a destruição da sociedade contemporânea?

Essa é a principal questão que norteia o tema do novo número da Revista Brasileira da Pesquisa Sócio-Histórico-Cultural e da Atividade, com o título:


A nova edição foi organizada pela Profa. Dra. Fernanda Liberali (PUC-SP) e pelo Prof. Dr. Adolfo Tanzi Neto (UFRJ). Na apresentação do novo número, os organizadores apontam:

Quando a pandemia da Covid-19 tornou-se parte de nossas vidas, encaramos também a face mais sombria de um mundo marcado pelo capitalismo, colonialismo e patriarcado, apontados por Santos (2021). Não é o vírus que vem aniquilando as vidas e os modos de viver mas a forma como esses três aspectos que marcam nossa sociedade têm criado reações à pandemia e, até mesmo, criado, com seu descaso pela natureza, a própria possibilidade de que ela viesse a existir. […] Cada um dos artigos, em sua singularidade, busca a criação do inédito viável apontado por Freire (1987), a partir de reflexões sócio-histórico-culturais. Em um mundo em desamparo, as contribuições acadêmicas deste volume se ampliam para uma perspectiva de práxis a ser analisada, refletida, avaliada, para que possam servir de base também para a criação de futuros possíveis. Que este volume contribua para que seus leitores possam se engajar com a produção comprometida de realidades mais justas.

Liberali & Neto (2021).
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ISCAR 2021 WORKSHOPS: Cultural-Historical approaches to children’s development and childhood

The workshops are pre-conference activities that take place before the ISCAR Conference begins.

The workshops will take place in the morning and afternoon shifts and have independent registration from the main Conference. If you want to participate, you must register by selecting the workshop at “Register and Pay

CHACDOC 2021 Workshop: Crisis – care and play in children’s development

The symposium is designed as a space for theoretical dialogue and development of concepts and empirical material. In the cultural-historical perspective, crisis is a central part of development as it arises when emerging new forms of social relations and ways of participation meet the existing ones and challenge the child’s ways of thinking and acting. The purpose of the symposium is to explore and elaborate our understanding of the concept of crisis through discussions related to central activities (play) and relationships (care) in childhood.


The purpose of this section is to create a forum for researchers who are interested in developmental psychology and childhood, with a special focus on using activity theory and the cultural-historical research approach as a way to unite these two opposing approaches to the study of children. Developmental psychology has often been characterised historically as the study of ‘the general child’, with a focus on developing a model that can be used to evaluate individual children and their changing relation to society as they grow up. Childhood studies have focused on the study of children anchored in historical time and settings; such approaches are more commonly found within anthropological and sociological traditions, especially those that focus on situated and localised practice with children. Cultural-historical approaches seek to unite the general principles in relation to historical time and place.

*The “Cultural-Historical approaches to children’s development and childhood” workshops will happen from July 30 to August 03.

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Pré-evento: ISCAR 2021

*Para saber mais informações sobre o evento ISCAR 2021: Clique aqui

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ISCAR 2021 – Payment date postponed

Natal (Brazil), 29th April 2021

In response to many requests of our community of participants, the deadline for registration payment of participants in ISCAR-2021-Brazil with approved proposals, previously established for April 27th, has been extended to May 15th. It is assured the possibility of paying the total amount in up to 03 (three) installments, using an international credit card.


Jorge Falcão

ISCAR 2020/2021


Herculano Campos

ISCAR 2020/2021


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Scholarships for Sixth ISCAR Congress Natal, Brazil 2021

We are pleased to announce that we intend to award up to 6 scholarships to assist doctoral researchers, early career academics and non- or low-salaried researchers to attend ISCAR 2021. Scholarships are offered to support attendance at Congress.

Please note that scholarships will only be available to people who are not able to secure funding from their university or workplace and who have a paper, symposium, round table, or PhD conference presentation acceptable to the conference organizers. 

The award is a REGISTRATION FEE per person.

In order to apply for a scholarship, please contact the ISCAR Secretary:, with:

The abstract and proposal submitted to ISCAR 2021

A short rationale for sponsorship (max 500 words)

A short academic and/or employment curriculum vitae

Deadline for applications: Monday 10th May 2021

*Decisions will be taken by the Executive Committee of ISCAR in conjunction with the Natal Organizing Committee.

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Nordic-Baltic ISCAR – 14-16 June 2021, Helsinki

The 9th Nordic-Baltic ISCAR conference will be held in Helsinki, Finland between 14 and 16 of June 2022. Our conference theme is “Towards inclusive and just societies: a dialogue with, within and beyond CHAT”. In the spirit of our theme, we cordially invite scholars to contribute with their topical research and to join us in discussing what future directions our scholarly work offers for fostering more inclusive, equal and sustainable communities and societies globally for all. 
Keynote speakers at the event will be Professors Yrjö Engeström and Reijo Miettinen from the University of Helsinki, Finland and Professor Shirin Vossoughi from Northwestern University, USA. 

The conference will be a hybrid conference with both online and in-person participation possibilities. I hope you can circulate our conference flyer (attached) with other academics you might be interested in our conference and also consider contributing with your own work too.

Please note that this just a ‘Save the Date’ announcement. We will release the official Call for Papers during June – July this year with a deadline for submissions between August and October (estimate). You can find more information on our website (below) and you can follow updates on the conference via our social media accounts (also below).

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Activity Theory Summer School – 2021

In the Activity Theory Summer School, PhD students will learn to apply activity theory to undertake research and conduct formative interventions in the contexts of organisations and communities. Our instructors, each of whom have developed considerable expertise in the theory, will lead participants in exploring both core concepts and emergent views on activity theory. This will allow participants to access specialist advanced training, support the establishment of new research networks between institutions and strengthen existing networks.

During the Summer School the participants will have the opportunity to present their work and attend lectures, seminars and panel discussions on the application and use of activity theory for research. 

Activity theory is a theoretical and methodological approach for understanding how people live and work together. Developed in the Soviet Union based on the works of Vygotsky and Leont´ev, it was taken up in the West in the 1980s, where it has become important in disciplines and fields as diverse as cultural psychology, education, human-computer interaction, information systems, management and organization, and writing studies. In these fields and others, activity theory anchors interventionist studies in which researchers and participants come together to analyse and re-design their work activities.

An intensive Summer School on Activity Theory has been organized in the Center for Research on Activity, Development and Learning (CRADLE) in the University of Helsinki on an annual basis for several years. CRADLE is a hub of academics and practitioners pursuing ground-breaking interventionist research based on cultural-historical activity theory (CHAT). Activity Theory cuts across disciplinary boundaries and focuses on transformations in collective activity systems, including educational institutions, work organizations, public-sector agencies, communities and social movements – and their coalitions.  In June 2019 the Summer School took place in University West, Trollhättan it attracted students and ECRs from China, North and South America and Europe (France, the Netherlands, Finland, Sweden and the UK). 

ONLINE  – FREE OF CHARGE – Week 23-32 (Starts 07 June)

Questions? Contact:

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Novo volume da Revista Brasileira da Pesquisa Sócio-Histórico-Cultural e da Atividade

Este volume (v.2 n.2) é uma ação conjunta e colaborativa de estudiosos e pesquisadores de diversas áreas do conhecimento que prosseguiram com suas investigações em meio a desmontes, cortes de orçamento e incertezas futuras. Por isso, em defesa do pensamento crítico e da pesquisa comprometida com a construção de uma sociedade mais justa e igualitária, é com imensa satisfação que apresentamos mais uma série de artigos que representam a diversidade e a riqueza de perspectivas presentes nas pesquisas desenvolvidas pelos nossos colegas ao longo deste ano de 2020.



A abordagem bilíngue para surdos na escola “inclusiva”: um enfoque sócio-histórico-cultural

A história que constituímos: uma leitura sócio-histórica-cultural do contexto de pós-formação militar

A teoria da atividade de A. N. Leontiev: uma síntese a partir de suas principais obras

Identidade, sentido e participação: na atividade produtiva de panificação de mulheres assentadas

Relação família-escola e o futuro de estudantes do Ensino Médio público noturno

Formação continuada para interdisciplinaridade no Ensino Médio: obstáculos na transformação do trabalho docente

Vivências como instrumento metodológico em pesquisa com crianças

Ativismo brasileiro: uma estratégia autonomista colectividual

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Lançamento do livro “Revisiting Vygotsky for Social Change”

Pensadores contemporâneos e pesquisadores de diferentes partes do mundo envolvidos na realização do desenvolvimento humano empregam a teoria de Vygotsky para lidar com os novos desafios sociais que surgem em um mundo global, mas profundamente dividido (Santos, 2000; Souza e Santos, 2008; Martín-Baró, 1998). Os capítulos deste livro lançam luz sobre os princípios iniciais de Vygotsky adicionando perspectivas críticas e sociais como uma forma de expandir seu legado às necessidades contemporâneas globais, como uma reflexão crítica da perspectiva da mudança social, dinâmica social e desenvolvimento humano, situações ético-políticas de poder de ação, relação dialética do ser humano com a sociedade, contradições nos eventos dramáticos da vida de um indivíduo e consciência do ambiente social para mudar ativamente as formas de vida existentes.

Adolfo Tanzi Neto is head of the Department of Anglo-Germanic Languages, College of Languages and Arts, at the Federal University of Rio de Janeiro (UFRJ). He is a researcher in the Interdisciplinary Graduate Program in Applied Linguistics (PIPGLA-UFRJ) and leader of the Nucleus for Studies and Research of Vygotsky School in Applied Linguistics (NUVYLA/CNPq). His research interests are in the fields of discourse and social practices as for human constitution and development, in the dimensions of cognition, semiotics, symbolic, and aesthetic sense. His interests are related to social activism, linguistic mobility, social change/justice, identity and agency based on critical and dialectical epistemologies of the Socio-Historical-Cultural Activity Theory.

Fernanda Liberali is a teacher educator, researcher and professor at the Pontifical Catholic University of São Paulo, in the English Department, in the Program of Graduate Studies in Applied Linguistics and Language Studies and in the Graduate Program in Education: Education of Educators. She is one of the leaders of the Research Group / CNPq / PUC-SP Language in Activity in the School Context and an advisor to CNPq and FAPESP. Within the framework of Socio-Historical-Cultural Activity Theory, her main research interests are related to teacher education, teaching-learning, multimodal argumentation, and multilingualism/bilingual education.

Manolis Dafermos is an associate professor in the epistemology of psychology in the Department of Psychology at the University of Crete. His interests include cultural-historical psychology, critical psychology, the history of psychology, and methodological and epistemological issues in the social sciences. He is the author of Rethinking Cultural-Historical Theory: A Dialectical Perspective to Vygotsky (2018) in addition to being the author or co-author of papers and chapters in various journals and collective volumes focusing on dialectics and its significance for social research.

Para mais informações (clique aqui)

Site da Peter Lang:

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Documentário: Lev Vygotsky

Documentário dirigido e produzido por Valerie Lowe dedicado a contar um pouco sobre a vida e obra de Lev Vygotsky. A produção conta com a participação de estudiosos, amigos e familiares como: Michael Cole, Yrjo Engestrom, Lois Holzman, Vera John-Steiner, Alex Kozulin, Gita Vygotskaya, Tamara Lifanova, James Wertsch, entre outros.

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Bem-Vindo(a) ao ISCAR Brasil

Aqui você encontrará informações sobre pesquisas, eventos e publicações relacionadas à Teoria Sócio-Histórico-Cultural e da Atividade. Esse é um site produzido e organizado coletivamente, por isso precisamos da sua ajuda para desenvolvê-lo.

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