Afeto/cognição social situada/culturas/linguagens em uso (ACCL) como unidade de análise do desenvolvimento humano

Abstract

This article aims to discuss the theoretical and methodological discussion of the cultural development of infants and young children through the method of Unit of Analysis from the point of view of Cultural-Historical Theory in dialogue with Ethnography in Education. This dialogue, in which one approach interrogates and extends the other, has enabled the construction of a synthesis of interpretation of the classrooms as an indivisible totality - the unit of analysis [affect/socially situated cognition/cultures/languages in use] (ACCL). We start from the assumption that affections are the essence of the human, that from them derives our cognition, our capacity to know what is produced as cultures, by semiotic mediation, by languages in use, in social situations of development. It is fundamental to say that these concepts act dialectically, opposing each other and, at the same time, constituting each other. Only on the basis of a dialectical logic that admits internal contradictions between objectification and individual appropriation of cultures could this unit of analysis be thought out and put into practice in our research. Thus, our focus is on understanding what affects babies and young children in the sense of creating something new in their development, considering that the language of the human person is not only constituted in orality, but also in other manifestations, such as gestures, facial expressions, body movements, among others. Thus, babies and small children have bodies that speak, feel, think, and play, producing meanings for the world.