Resumo

DE ROSA, Pablo Alberto. Psychoeducational approach of Vygotsky and his relationship with the symbolic interactionism: Application to the educational processes and of juvenile criminal responsibility. Propós. represent. [online]. 2018, vol.6, n.2, pp.631-649. ISSN 2307-7999.  http://dx.doi.org/10.20511/pyr2018.v6n2.246.

The psychoeducational intellectual work of Lev Vygotsky (1896-1943), provides a theoretical meaning socio-historical that allows you to see from a contextualized the higher forms of self- regulation, conscious control and forms of self-governance. This contribution to the theory of the psychology of education, is clearly consistent with the conclusions of the interaction approaches that have been developed by the sociology of the Chicago School (George Mead, 1863-1931), proposing the concept of "Symbolic Interactionism" (Herbert Blumer, 1900-1987), to explain the essentially social nature of the person and his actions, which were consolidated in the field of criminology. From the recognition of the pedagogical-educational purpose that is assigned to the process and juvenile criminal sanction, the present essay aims to use the socio- historical theoretical reasoning (Vygotsky) and interactionist (Mead-Blumer), to think about the importance and influence of the same in the determination of the goals of the penal system as a teenager and how the criminal and educational processes have a high impact on the formation of subjectivities. In this way, it will assert that the process of educational formation is an essential instrument of socialization and humanization of the subject.

Palavras-chave : Psycho-Socio-Historical Theory; Symbolic Interactionism; Juvenile Criminal sanction; Socialization.

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